| Code |
14885
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| Year |
3
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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 |
-
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Mode of delivery |
Presential
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Work placements |
Not applicable
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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.
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Syllabus |
I. Inclusive Education: delimitation of concepts and approaches
II. Psychoeducational responses: from early intervention to post school life transition
III. Giftedness and Talent
IV. Attention-Deficit/Hyperactivity Disorder
V. Specific Learning Disabilities
VI. Intellectual disabilities
VII. Autism Spectrum Disorder
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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.
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Teaching Methodologies and Assessment Criteria |
Learning activities and pedagogical methodologies include: i) theoretical and theoretical-practical sessions, with exposition and discussion of contents, analysis of actual cases or experiences, monitoring of the field work and accomplishment of tasks on the topics addressed; ii) independent study, with research and analysis of literature and carrying out activities proposed for deepening, integration and application of knowledge; iii) field work, carried out and presented in group. The assessment includes a knowledge assessment test (60%) and a Fieldwork (40%).
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Language |
Portuguese. Tutorial support is available in English.
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