Learning outcomes |
This Course Unit intends to be an introduction to the study of Inclusive Education (IE), promoting knowledge acquisition about the main problems and the assumption of an integrative, reflexive and systemic view of psychoeducational support in the field. At the end, students should be able to: 1. express themselves with a scientifically and psychologically adequate vocabulary, from a technical and ethical point of view, concerning to IE; 2. contextualize IE within the framework of current educational policies; 3. know the organization of support services in Portugal; 4. identify and characterize the most frequent disabilities, their developmental trajectories and associated risk factors; 5. recognize methods of assessment and intervention in the field; 6. research, analyze, integrate and communicate scientific information with accuracy and critical thinking; 7. develop collaborative team work skills.
|
Main Bibliography |
. Almeida, L. S., Fleith, D. S. & Oliveira, E. P. (2013). Sobredotação: Respostas educativas. Braga: ADIPSIEDUC. . Balchin, T., Hymer, B. & Matthews, D. J. (2009). The routledge international companion to gifted education. London: Routledge. . Correia, L. M. (2008). A escola contemporânea e a inclusão de alunos com NEE: Considerações para uma educação com sucesso. Porto: Porto Editora. . Cruz, V. M. (2009). Dificuldades de aprendizagem específicas. Lisboa: Lidel. . Ferreira, M. S. (2007). Educação regular. Educação especial: Uma história de separação. Porto: Afrontamento. . Magnusen, C. L. (2005).Teaching children with autism and related spectrum disorders: An art and a science. London: Jessica Kingsley. . Sosin, M. (2006). Compreender a desordem por défice de atenção e hiperactividade. Porto: Porto Editora. . Swanson, H., Harris, K. & Graham, S. (2013). Handbook of learning disabilities (2nd Ed.). New York: Guilford Press.
|