Curricular Unit:Code:
Language Disorders in Educational Contexts897PLCE
Year:Level:Course:Credits:
1PostgraduateDevelopment and Disturbances of the Language (Psycho and Neurolinguistic Development)10 ects
Learning Period:Language of Instruction:Total Hours:
Spring SemesterPortuguese130
Learning Outcomes of the Curricular Unit:
This course aims to
(O1) promote the acquisition and development of: language: acquisition and processing; language Disorders in educational context.
(O2) knowledge development and in-deep enabling students to assessment and intervention with populations with special educational needs an neurodevelopmental disorders in inclusive settings
Syllabus:
(CP1) Language: acquisition and processing; Language Disorders.
(CP2) Developmental disorders and special educational needs, identification and categorization, comorbidities;
(CP3) professionals role in the inclusive school and the major importance of collaborative team work with students with NDD/SEN - RTI (response to intervention) models.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
Correspondence between objectives and learning contents:
- O2 correspond to CP2 and CP3
Teaching Methodologies (Including Evaluation):
Project Work; literature review
Literature research; case studies and analysis
Assessment: scientific papers critical review
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The methodology used in classes (interactive and participatory approach with case studies , analysis and discussion of the themes in lectures, as well as critical reflections regarding intervention and specialized literature review), allows students to obtain deepen knowledge as well as a better understanding and ability to discuss the content, 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.
Reading:
Anderson, J. R. (2006). Cognitive psychology and its implications (6ª ed.). New York: Worth.
Eysenck, M. W. (2003). Principles of cognitive psychology (2ª ed.). Hove: Psychology Press.
APA (2014). DSM-5:Manual Estatístico de Diagnóstico das Perturbações Mentais. Lisboa: Climepsi.
DGE (2018). Para uma Educação Inclusiva - Manual de Apoio à Prática. disponível em https://www.dge.mec.pt.
Fox et al (2009). RTI and the pyramid model. Tampa, Florida: University of South Florida
Kauffman, J. & Lopes, J. (2007). Pode a Educação Especial deixar de ser especial?. Braga: Psiquilibrios.
Marinho, S. (2009). Impact of Protective factors on Risk Pathways: Emotional and Behavior Problems in the School Context. In: I international congress on family, school and society “special education”- Educare. Porto: Edições UFP.