Curricular Unit:			Code:
Psychomotor Rehabilitation			935RPMT
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:
1. Address guiding principles of the main theories on psychomotor rehabilitation; 2. Identify components of open behavior in verbal and non-verbal interpersonal communication; 3. Use strategies to identify and solve problems and manage conflicts; 4. Recognize assertive behaviors in different contexts; 5. Address types of rehabilitation service models within the scope of psychomotor rehabilitation; 6. Identify areas and techniques of intervention in the scope of psychomotricity; 7. Identify normative psychomotor development strategies, projective design and social skills program. 8. Distinguish psychomotor education, psychomotor re-education and psychomotor therapy; 9. Recognize strategies and activities for intervention in inclusive schools; 10. Understand the roles of the special education teacher in the inclusive school; 11. Research psychomotor intervention models; 12. Develop critical thinking, initiative and creativity.
Syllabus:
1. Conceptual framework of the main theories on psychomotor rehabilitation; 2. Components of open behavior in verbal and non-verbal interpersonal communication; 3. Strategies for identifying and solving problems and managing conflicts; 4. Types of assertive behavior in different contexts; 5. Rehabilitation and service models within the scope of psychomotor rehabilitation; 6. Scope and intervention techniques in psychomotricity; 7. Normative psychomotor development, projective design and social skills program; 8. Psychomotor rehabilitation alluding to the support and development of activities in inclusive schools; 9. Psychomotor intervention of the special education teacher in the scope of the inclusive school; 10. Models of psychomotor intervention in the scope of inclusive education.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The syllabus contents were defined in clear correspondence with the objectives of the course: - The contents 1, 2, 3, 4, 5 and 6 referring to the most theoretical dimension, aim to fulfill objectives 1, 2, 3, 4, 5 and 6. - The contents 7, 8, 9 and 10, referring to the most practical dimension, are directly related to objectives 7, 8, 9, 10 and 11. - All contents are related to objective 12, which is thus developed throughout the course in the course.
Teaching Methodologies (Including Evaluation):
The teaching methodology articulates 2 dimensions: 1. Expository: presentation of theoretical concepts by teachers accompanied by complementary information. Activities can take place individually or in groups. 2. Practical dimension: exercises and practical application of concrete cases through the proposed schedules and creation of moments of reflection and individualized orientation of the final work. The evaluation methodology contemplates 2 modalities: 1. Continuous assessment, of a formative nature: contents and reflection in teaching activities (theoretical component), which includes resources for participation in the sessions (involvement, frequency, quality of individual and group interventions) and elements of scientific foundation in the proposed tasks ( 50%). 2. The final assessment, of a summative nature: verification of skills and knowledge and application of taught contents (practical component), through the presentation of an individual final work (50%).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The teaching methodology of this curricular unit aims to provide the student, in a first phase, with the necessary information that allows him, on the one hand, to access a theoretical framework on psychomotor rehabilitation approaches and, on the other hand, to become autonomous in the collection and in the analysis of the measures and support to support learning and involvement in the scope of the inclusive school, both those that have been transmitted orally and those that are registered in the most diverse supports. In this initial phase, the methodology crosses moments of exposure and resource sharing on the part of the teachers with specific and specific activities, carried out by the students, of practice on the topics covered, focusing on exercises focused on the oral expression of the participants as well as exercises of textual, interactive and multimedia research and analysis. The second phase consists of the conception and elaboration of individual works and in small groups (if possible), from real or virtual scenarios, with a view to experimentation, by students of multiple forms of representation, action, expression and involvement in making proposals educational and intervention plans for children / students with psychomotor support and rehabilitation actions in inclusive schools. This methodological option places the student at the center of his research, options and achievements, allowing him, also, in the development of this path, a permanent sharing and discussion with the colleagues of his group. Teachers assume, at this stage, as advisors and privileged interlocutors in sharing information, experiences, discussions and in decision making.
Reading:
APA. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596 APP (2020). Psicomotricidade em Portugal. https://www.appsicomotricidade.pt/ CAST (2011). Universal Design for Learning guidelines version 2.0. Wakefield, MA: Author. DL n.º 54/2018. D.R. 1.ª Série, n.º 129 (2018-07-06). 2918-2928. EFP (2020). General Information. https://psychomot.org/psychomotricity Ferraz, M. (Org.) (2009). Terapias Expressivas Integradas. Coleção Expressão em Terapia. Venda do Pinheiro: Tuttirév. Fonseca, V. (2005). Desenvolvimento Psicomotor e Aprendizagem. Lisboa: Âncora Editora. ME-DGE (2018). Para uma Educação Inclusiva: Manual de Apoio à Prática. Lisboa: Portugal. Santana M. (2020). Psicomotricidade e aprendizagem [Diapositivos PowerPoint]. https://www.slideserve.com/bao/psicomotricidade-e-aprendizagem WHO (2019). International statistical classification of diseases and related health problems (11th ed.). https://icd.who.int/
Lecturer (* Responsible):
Andreia Castro (andreiac@ufp.edu.pt) Francisco Pires Alves (fjalves@ufp.edu.pt)