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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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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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