|
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.
|
|
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.
|
|
Teaching Methodologies and Assessment Criteria |
Teaching and learning activities include expository, theoretical, and practical sessions (presentation of contents) and interrogative moments (questioning during discussion of the syllabus, resolution of exercises applying theoretical concepts, analysis, and discussion of practice-based cases) throughout the semester. In addition, in the second half of the semester, with the implementation of a group fieldwork project, an active methodology based on team-based learning and project-based learning is adopted, supported by supervision, feedback, and tutoring by the instructor. Continuous independent study by students, including literature review and deepening of knowledge through the study of course materials, also plays a relevant role in the learning methodologies. Assessment is continuous throughout the semester and comprises two written tests and a group fieldwork project with both oral and written presentations.
|