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Learning outcomes |
1. To construct an up-to-date and reflective understanding of diversity in educational contexts and inclusive education;
2. To understand early childhood intervention as a response that promotes development and inclusion; 3. To situate inclusive education within current policies and theoretical approaches, understanding the organization of services and supports for learning and inclusion;
4. To identify and characterize neurodevelopmental, emotional, and behavioral disorders, motor and sensory disabilities, giftedness and high abilities, and cultural and linguistic diversity, recognizing their impact on inclusive education;
5. To recognize and apply principles and methods of psychological/psycho-pedagogical assessment and intervention in inclusive education;
6. To search for, analyze, integrate, and communicate technical-scientific information in the field of inclusive education;
7. To develop teamwork skills, assuming shared responsibility in case analyses and decision-making.
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Main Bibliography |
Decreto-Lei n.º 54/2018, de 6 de julho, 54/2018, 129 Diário da República 2918 (2018).
Galkiene, A., & Monkeviciene, O. (2021). Improving inclusive education through Universal Design for Learning. Springer.
Gargiulo, R. M., & Bouck, E. C. (2021). Special education in contemporary society: An introduction to exceptionality (7th ed.). SAGE Publications, Inc.
Graham, L. J. (2024). Inclusive education for the 21st century: Theory, policy, and practice (2nd ed.). Routledge.
Ordem dos Psicólogos Portugueses. (2025). Parecer OPP – Decreto-Lei n.º 54/2018. OPP.
Pereira, F., Crespo, A., Trindade, A. R., Cosme, A., Croca, F., Breia, G., Franco, G., Azevedo, H., Fonseca, H., Micaelo, M., Reis, M. J., Saragoça, M. J., Carvalho, M., & Fernandes, R. (2018). Para uma educação inclusiva: Manual de apoio à prática. Ministério da Educação/Direção-Geral da Educação.
Reichow, B., Boyd, B. A., Barton, E. E., & Odom, S. L. (2016). Handbook of early childhood special education. Springer.
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Teaching Methodologies and Assessment Criteria |
The teaching and learning activities include theoretical-practical sessions, both expository (content presentation) and interactive (questioning during discussions of programme content, solving exercises to apply theoretical concepts, and analysing and discussing practical cases) throughout the semester. In addition, during the second half of the semester, with the group research project, an active learning methodology based on team-based learning and a flipped classroom approach will be adopted, supported by supervision, feedback, and tutoring from the lecturer. Independent and continuous study by students, including literature review and further exploration of materials, also plays a significant role in the learning methodologies. Assessment will take place continuously throughout the semester, comprising a written evaluation test and a group research project with both oral and written presentation components.
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