Curricular Unit:			Code:
Models of Attendance for Children with Autism Spectrum			935MACE
Year:	Level:	Course:	Credits:
1	Master	Educational Sciences: Special Education (Cognitive and Motor Domain)	4 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese	52
Learning Outcomes of the Curricular Unit:
In this course, students are expected to be able to: O1. develop and deepen knowledge and understanding of the current PEA conceptualization and classification; O2. apply knowledge and the ability to understand and solve problems to educational responses, models and methods of intervention in PEA; O3. Demonstrate the ability to integrate knowledge, deal with complex issues, develop solutions and individualized intervention plans for students with ASD
Syllabus:
CP1. Conceptual Framework of Autism Spectrum Disorders (ASD) 1.1. Definition and classification of ASD 1.2. Special features and associated problems on students with ASD CP2. Educational services to Autism Spectrum Disorders 2.1. Multi-level approach in Incusive education 2.2. Intervention models in ASD CP3. Implementation of intervention models in ASD
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
Acquisition and integration of knowledge enabling students’ comprehension of educational resources in autism spectrum disorders; acquisition and development of skills of analysis, synthesis and integration of methods, techniques, and models concerning intervention with students with ASD. Thus CP1 corresponds to O1; CP2 corresponds to O2; CP3 corresponds to O3.
Teaching Methodologies (Including Evaluation):
Teaching methodology will include theoretical lecturing, research, reading and discussion of specific references, as well as thematic debating and critical reflection.. Assessment will be continuous and based on designing an intervention plan in ASD (80%), with oral discussion (20%).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The methodology used in classes (more expository and participatory approach with studies case, presentation, analysis and discussion of the themes in lectures, as well as orientation/guidance for their critical reflections regarding intervention as well as literature reading research), allows students to improve knowledge as well as a better understanding and ability to discuss the content covered, promoting concept integration, ability to research, analysis and critical thinking. Thus, it is considered that teaching methodologies adopted for this course are consistent with the goals set for it, since they allow increase knowledge of the content covered in lectures, where students have the ability to analyze , discuss and reflect what is relevant for a school response to students with ASD.
Reading:
APA(2014). DSM-5 - Manual de Diagnóstico e Estatística das Perturbações Mentais. Lisboa: CLIMEPSI. DGE(2018). Para uma Educação Inclusiva - Manual Apoio Prática (www.dge.pt) I.N. R (2016). Perturbação do espectro do autismo - e agora?: Guia para as famílias após o diagnóstico. Lisboa: INR Locke, J. et al (2019). Comparing P-B Model with R-B Model SS skills interv. children autism in schools. Res. ASD, 62, 10-17 Marinho, S. (2013). PEA e problemas emocionais e do comportamento. In M. C. Brito & A. R. Misquiatti (orgs), Transtornos do Espectro do Autismo e fonoaudiologia(pp.73-83). Curitiba:CRV. Singh, Suminthra. Kairaranga, (2019). Supporting the Implementation of E-BPractices for Children ASD, 20(2),3-15, Institute-of-education research, retrieved from https://eric.ed.gov/contentdelivery/ servlet/ERICServlet?accno=EJ1240092 Yu, L.& Zhu, X. (2018).Effectiveness of a SCERTS Model-Bas. Interv. Children ASD in Hong.kong. Jour. Aut.Dev.Disorders,48(11),3794-3807.
Lecturer (* Responsible):
Susana Marinho (smarinho@ufp.edu.pt)