| Code |
17171
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| Year |
1
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| Semester |
S1
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| ECTS Credits |
6
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| Workload |
TP(60H)
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| Scientific area |
Psychology
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Entry requirements |
NA
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Learning outcomes |
This curricular unit (CU) aims to enable students with technical and scientific skills to act as agents promoting equity and inclusion throughout individuals educational and formative journeys, with a particular focus on learning disabilities and differences. At the end of the CU, students should be able to:
1. Understand guidelines and policies on socio-educational inclusion and equity;
2. Identify and characterise groups at increased risk of social and educational exclusion;
3. Identify, plan, and justify responses to the needs of these groups;
4. Recognise and select assessment and intervention methods, instruments, and strategies in cases of learning difficulties in reading, writing, and mathematics;
5. Recognise and select assessment and intervention methods, instruments, and strategies in cases of giftedness, talent, and high performance;
6. Critically reflect on, the role of the psychologist as a promoter of equity and inclusion within educational and formative settings.
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Syllabus |
1. Inclusive education and social equity
1.1. Conceptual issues
1.2. Guidelines and educational policies
2. Groups at increased risk of social and educational exclusion
2.1. Multilevel intervention models and programmes
2.2. Training and counselling for educational agents
3. Learning disabilities in reading, writing, and mathematics
3.1. Conceptual issues
3.2. Assessment methods and instruments
3.3. Intervention strategies and programmes
4. Giftedness, talent, and high performance
4.1. Conceptual issues
4.2. Screening and identification
4.3. Psychoeducational intervention
5. The role of the psychologist in promoting equity and inclusion in educational and training settings: potential and limitations
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Main Bibliography |
Moura, O., Simões, M., & Pereira, M. (2018). Dislexia: Teoria, avaliação e intervenção. Pactor.
OECD (2022). View of inclusive education in Portugal, Reviews of National Policies for Education. OECD.
Pereira, F. et al. (2018). Para uma educação inclusiva: Manual de apoio à prática. Ministério da Educação, Direção-Geral da Educação.
Salend, S. J. (2016). Creating inclusive classrooms: Effective, differentiated, and reflective practices (8th ed.). Pearson.
Santos, S. (Coord.) (2022). Diversidade e educação inclusiva: Instrumentos validados. Instituto de Educac?a?o da Universidade de Lisboa.
Schuelka, M. J., Johnstone, C. J., Thomas, G., & Artiles, A. J. (2019). The Sage handbook of inclusion and diversity in education. Sage.
Shavinina, L. (2008). International handbook on giftedness. Springer.
Swanson, H., Harris, K., & Graham, S. (2013). Handbook of learning disabilities. Guilford Press.
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Teaching Methodologies and Assessment Criteria |
Individual Assessment (50%) – Interview Summary
The individual assignment consists of a critical summary of the interview conducted with an inclusive education specialist. The student must present a structured and well-founded analysis of the main topics covered in the interview, reflecting on the issues discussed and connecting them with the theoretical content covered in the course.
Group Assessment (50%) – Collaborative Work
The group assessment will be based on the development of a collaborative project consisting of completing five challenges in the classroom.
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Language |
Portuguese. Tutorial support is available in English.
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