Curricular Unit:			Code:
Language, Reading and Writing Disorders in Children with Cognitive and Motor Deficit			935PLLE
Year:	Level:	Course:	Credits:
1	Master	Educational Sciences: Special Education (Cognitive and Motor Domain)	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese	78
Learning Outcomes of the Curricular Unit:
1. Develop theoretical and practical knowledge related to the topic under study in order to understand how the development takes place and specific disorders of the developmental language disorders and its implications for reading and writing learning. 2. Promote a set of information about the difficulties and specific disorders of language, reading and written language: highlighting the importance of developing intervention plans with adequate teaching and learning strategies
Syllabus:
I - Theoretical assumptions about the development and disorders of language: acquisition, development and developmental language disorders- causes, warning signs and its implications. II- The The difficulties and specific learning disorders of reading and writing in schools: concept, rationale, type and characteristics. III – Augmentative and Alternative Communication as a tool for inclusion IV - Current challenges posed to teachers for appropriate educational intervention. Intervention strategies and educational measures in the classroom context and pedagogical intervention reeducation individual context.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
Developmental disorders and language disorders have a set of characteristics of their own, and currently pose a great challenge to education professionals. In this way, the syllabus contents in unit I privilege the theoretical deepening on the development of oral language and the disturbances of the development of the receptive and expressive language, integrating knowledge, aptitudes and competences, for the understanding of specific difficulties, allowing to reach the objectives of the unit curricular. In units II, the syllabus allows the theoretical deepening of the specific disorders of the reading and writing learning in the school context. In units III and IV, contents related to intervention strategies are approached, promoting the application of theoretical knowledge to practical cases in order to develop an adequate educational intervention, taking into account the specificity of each situation.
Teaching Methodologies (Including Evaluation):
Each session may include moments of theoretical and / or practical component, and may include individual and / or group activities, related to the topics addressed, with debate and reflection. The evaluation is composed of two components: the formative one, which will be carried out through the answer to questions debated in the classroom, with a weight of 20% (10% + 10%) and the summative, which will result from the appreciation of the 2 individual works performed, with weight of 80% (40% + 40%).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
Unit I will be the target of a theoretical exposition on the development of oral language and language disorders to the receptive and expressive level and its contents will also be explored n knowledge about its causes, signs of risk and their implications. The theoretical and practical unit II, its contents will be explored in the context of understanding the specific learning disorders of reading and writing, allowing students to prepare readings and systematize specific knowledge about the intervention. In the essentially practical units III and IV will be a theoretical exposition on the importance of the adequacy in the teaching-learning process, with the development of intervention strategies and educational measures in the educational and classroom context, emphasizing the Incremental and Alternative Communication as a tool for Inclusion.
Reading:
American Psychiatric Association (2014). DSM-5: Manual de Diagnóstico e Estatística das Perturbações Mentais (Quinta Edição). Lisboa: Climepsi Editores Cruz, V. (2016). Dificuldades de Aprendizagem Específicas. Lisboa: Lidel Mayring, P. (2015). Qualitative content analysis: Theoretical background and procedures. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education (pp. 365-380). Dordrecht: Springer. Nielsen, L. B. (2011). Necessidades Educativas Especiais na Sala de Aula- Um Guia para Professores. Porto: Porto Editora, Lda. Vygotsky, L. S. (1991). A Formação Social da Mente. São Paulo: Martins Fontes
Lecturer (* Responsible):
Ana Paula Alves (anapaulaalves@ufp.edu.pt) Fátima Maia (fmaia@ufp.edu.pt)