| Code |
14865
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| Year |
2
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| Semester |
S2
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| ECTS Credits |
6
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| Workload |
T(30H)/TP(30H)
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| Scientific area |
Psychology
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Entry requirements |
Not applicable.
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Mode of delivery |
Presential
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Work placements |
Not applicable
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|
Learning outcomes |
1. Build a reflective and up-to-date perspective on diversity in the educational context and inclusive education.
2. Contextualise inclusive education within the framework of theoretical approaches and current educational policies.
3. Understand early childhood intervention as a means of promoting development and inclusion.
4. Gain knowledge of the organisation of structures and support services for learning and inclusion in Portugal.
5. Identify and characterise the most common difficulties and issues in the field of inclusive education.
6. Recognise methods of psychological and/or psycho-pedagogical assessment and intervention for certain difficulties and issues.
7. Research, analyse, integrate, and communicate scientific information in the field of inclusive education with rigour, clarity, and critical thinking.
8. Express oneself using appropriate scientific, technical, and ethical vocabulary, employing both oral and written communication.
9. Develop collaborative teamwork skills.
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Syllabus |
1. Introduction to Inclusive Education
2. Historical and Legal Framework of Inclusive Education
3. Universal Design for Learning and Multi-Level Approach
4. Early Childhood Intervention
5. Intellectual Disability
6. Autism Spectrum Disorder
7. Attention Deficit/Hyperactivity Disorder
8. Specific Learning Disorders
9. Blindness and Deafness
10. Cultural Diversity
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Main Bibliography |
Addy, T. M., Dube, D., & Mitchell, K. A. (2024). Enhancing inclusive instruction: Student perspectives and practical approaches for advancing equity in higher education. Routledge.
Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (2020). Inclusive education: Global issues and controversies. Brill.
Carr, A. (2016). The handbook of child and adolescent Clinical Psychology: A contextual approach. Routledge.
Decreto-Lei n.º 54/2018, de 6 de julho, 54/2018, 129 Diário da República 2918 (2018).
Graham, L. J. (2024). Inclusive education for the 21st century: Theory, policy, and practice (2nd edition). Routledge.
Kelly, A. M., Padden, L., & Fleming, B. (2023). Making inclusive higher education a reality creating a university for all. Routledge.
Spandagou, I., Little, C., Evans, D., & Bonati, M. L. (2020). Inclusive education in schools and early childhood settings. 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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Language |
Portuguese. Tutorial support is available in English.
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