|Language Disorders in Educational Contexts||897PLCE|
|1||Postgraduate||Development and Disturbances of the Language (Psycho and Neurolinguistic Development)||10 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|This course aims to |
(O1) promote the acquisition and development of: language: theory of mind; 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
|(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.
(CP4) Theory of Mind development . Empathy and Theory of Mind. Theory of Mind Assessment. Theory of Mind and Language.
(CP5) Augmentative and Alternative Communication as a tool for intervention in Language and Communication Disorders: concepts and contributions.
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|Correspondence between objectives and learning contents:|
- O2 correspond to CP2 and CP3
- O1 and O2 correspond to CP1, CP4 and CP5
|Teaching Methodologies (Including Evaluation):|
Expository and participatory methodology with studies case. Presentation, analysis and discussion of the subjects taught in lectures, orientation/guidance for their critical reflections regarding research as well as literature reading research.
Assistance and participation in the activities developed during the lessons (100%)
|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.|
|Anderson, J. R. (2006). Cognitive psychology and its implications (6ª ed.). New York: Worth.|
Beukelman, D. & Mirenda, P. Augmentative and alternative communication: Supporting children and adults with complex communication needs. ed. Baltimore, MD: Brookes; 2013.
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.
Westra, E., & Carruthers, P. (2017). Pragmatic development explains the Theory-of-Mind Scale. Cognition, 158, 165-176.