Curricular Unit:			Code:
Applied Psychopedagogy			171PPDA
Year:	Level:	Course:	Credits:
3	Undergraduate	Speech Therapy	3 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese	39
Learning Outcomes of the Curricular Unit:
O1 - describing conceptual framework of psycho pedagogy O2 - identifying and apply the principles of learning theories O3- adjusting intervention to people with special needs and educational support services O4- knowing the current state of speech therapy professionals on the Portuguese educational system O5 - identifying and interpret basic processes of literacy and reading skills O6 - applying knowledge in practical situations
Syllabus:
CP 1. Conceptual framework of Psychopedagogy 1.1. Origins and evolution of psychopedagogy 1.2.- Psycho pedagogy and Special Educational Needs (SEN) 1.3.- Particular applications of psycho pedagogy CP2. Learning Theories 2.1.- General laws of learning 2.2.- Theoretical guidelines of learning CP 3. Literacy and academic learning 3.1. Emergent literacy and writing awareness 3.2. Basic process of reading 3.3. Levels of reading acquisition 3.4. Intervention Methodologies on reading /reeducation 3.5. Promotion of reading skills/ successful readers
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The syllabus (CP) were delineated by learning objectives (O) of the unit , for students be able to develop skills that enable them to increase knowledge as well as analyze and reflect critically on the Speech therapist intervention on the school settings. It is also intending to contribute for building up a more adequate knowledge regarding this theme, as a facilitator in the analysis of the typical and atypical learning, inherent in professional practice in Speech Therapy. In this way: CP1 corresponds to O1, O3 and O4; CP2 corresponds to O2 and O6; CP3 corresponds to O5 and O6
Teaching Methodologies (Including Evaluation):
Lectures, analisys and literature review, case studies. Continuous evaluation: written test (60%) and practical work (Paper and oral presentation - 40%)
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
Acquisition and integration of knowledge that will allow the framework for Speech Therapist’s action in the educational settings; acquisition and development of skills of analysis, synthesis and integration of methods, techniques, concepts, models and psychological theories applied in regular and special educational settings
Reading:
Direção Geral de Educação (2018). Para uma Educação Inclusiva: Manual de Apoio à Prática. Lisboa: Ministério da Educação- DGE. [Disponível em http://www.dge.mec.pt] Sprinthall & Sprinthall (1997) Psicologia Educacional. Alfragide, McGraw-Hill Feldman, R. S. (2001). Compreender a Psicologia. 5ª ed. Amadora: McGraw-Hill Foulin, J.N. & Mouchon, S. (2000). Psicologia da Educação. Porto Alegre, ARTMED Editora Correia, L. & Martins, P.(2002). Inclusão: Guia para Professores e Educadores. Braga: Quadrado Azul Legislação (Diário da República)