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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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