| Code |
15670
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| Year |
1
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| Semester |
S2
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| ECTS Credits |
4
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| Workload |
T(15H)/TP(15H)
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| Scientific area |
Sports Sciences
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Entry requirements |
NA
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Learning outcomes |
The objective of the UC is to provide the student with operative tools that allow him to organize specific plans in the context of the Physical Education or School Sports class, which meet the specific and individual needs of the students, promoting the inclusion of all.
Thus, upon completing the UC, the student must have acquired the following learning outcomes:
1. Define, classify and characterize different types of disabilities and pathologies, as well as their implications for Physical Education classes;
2. Understand the different cognitive and motor developments that each individual presents;
3. Plan and develop specific content according to the students' needs;
4. Knowing how to be and intervene, in Pedagogical Practice, with people with Intellectual, Visual, Hearing, Physical and Multiple Disabilities, within the scope of Physical Education;
5. Present strategies for including students in the classroom.
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Syllabus |
1. Introduction to adapted physical activity in a school context
1.1. Historical evolution of concepts about people with disabilities
1.2. Grounds, general concepts and definitions within the context of adapted physical education
2. Specific educational needs
2.1. Definition, classification and incidence
2.2. Different cognitive and motor developments
2.3. Definition of intellectual disability, causes and characteristics at a physical, emotional and social level. Practical aspects for teaching physical activities
2.4. Approach to different types of motor disability – classification of: cerebral palsy, amputation, spinal cord injury, spina bifida, dystrophies and traumatic brain injury
2.5. Visual and auditory deficiencies - pedagogical intervention and action strategies in the context of Physical Education
3. Development of programs for specific needs within the scope of Physical Education Teaching
4. Pedagogical intervention and strategies for inclusion of students in the classroom
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Main Bibliography |
• Gorgatti, M. & Costa, R. (2013). Atividade física adaptada: qualidade de vida para pessoas com necessidades edicativas especificas. 3ªEdição. Manole Editora. ISBN: 978-85-204-3693-6.
• Rivas, D. e Vaíllo, R. (2012). Actividades físicas y deportes adaptados para personas com discapacidad. Barcelona: Editora Paidotribo. ISBN: 9788499101576.
• Rodrigues, D. (2006). Atividade Motora Adaptada: a alegria do corpo. São Paulo: Artes Médicas. ISBN: 9788536700496.
• Sherrill, C. (2004). Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan. 6ª Ed. Boston: McGraw-Hill. ISBN: 0-697-29513-3.
• Winnick, J. P. (Ed.). (2011). Adapted physical education and sport. 5th Ed. Champaingn: Human Kinetics. ISBN: 978-0-7360-8918-0; 0-7360-8918-7.
• Coleção “Desporto com Sentido”. Associação de Paralisia Cerebral Almada Seixal.
• Capítulos e artigos cedidos pela docente.
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Teaching Methodologies and Assessment Criteria |
The typology of classes in this UC is fundamentally of a theoretical-practical nature, with exposure of the main contents by the teacher in order to create a debate on the subjects dealt with. It is intended to create a learning environment in which students interact with the teacher, so the more theoretical content will be presented using practical and concrete examples in the context of Physical Education.
Priority will be given to the exposition and discussion of themes, encouraging the participation of students, with the promotion of debates and exhibitions by them. In the presentation of themes, there will be a constant concern to use tools such as videos, platforms for discussing themes, databases with articles/pertinent information on the themes under analysis, among others. An exploratory teaching-learning process will also be sought, with analysis and reflection on the supporting bibliography of the various contents covered.
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Language |
Portuguese. Tutorial support is available in English.
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