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Presentation
Presentation
It's important that we prepare people to implement the most appropriate intervention strategies, to promote learning opportunities that encourage the participation of everyone, regardless of their condition. Seeing education as a vector for promoting social justice, it is important to develop a culture of respect for diversity, critical capacity and agents who promote human rights.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT456-22232
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
Curriculum Differentiation and Flexibility, Universal Design for Learning - From principles to practices in the classroom; The importance of collaborative work for the development of inclusive practices: Collaboration among professionals; Collaboration among students: organization of groups in the classroom; School - family articulation; Models of educational intervention: Cognitive approach; Behavioral Approach; Socio-Relational Approach; Practices for Neuromotor disorders (communication, motor issues, positioning, accessibility); Planning the intervention; Specific intervention methodologies: Cognitive Enrichment Programs; Forms; Curriculum Enrichment Games; Reading and writing facilitation programs; The use of augmentative and alternative communication systems for participation in the classroom.
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Objectives
Objectives
We intend to develop critical reflection in the students about intervention issues with students with specific needs. It is our intention to provide students with a set of knowledge to be able to mobilize the best pedagogical intervention tools in order to respond to the specifics of the different students. Having said this, we intend to develop the following objectives and competences: Reveal capacity to research, select and interpret relevant information in the field of Inclusive Education; Demonstrate the ability to analyze, discuss and reflect on relevant topics related to education, especially for students with special needs; Analyze critically different models of educational intervention; Know different intervention strategies for students with special needs in the cognitive-motor domain; Understand the importance of cooperative work and articulation with the family; Understand the key assumptions for the planning of the intervention.
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Teaching methodologies and assessment
Teaching methodologies and assessment
The different moments will be organized in theoretical-practical sessions and where we will combine: i) moments of theoretical exposition, with the presentation of the theoretical assumptions regarding the different topics addressed; ii) moments of debate and reflection on the topics under study; iii) analysis and discussion of texts / scientific articles and / or videos; iv) moments of work in pairs and dynamics of group work, namely role play. Evaluation regime: Continuous assessment (participation in classes); Preparation of an individual work, a bibliographic review, a reading card or a portfolio on one of the issues that integrate the UC (to be presented at the end of the course).
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References
References
Dias, J. C., (2019). Educação Inclusiva: Um olhar organizado em 5 pontos de vista. Comunicação apresentada no Encontro Nacional sobre Inclusão, organizada pela Fenprof e realizada na Casa dos Direitos Sociais, Lisboa-Portugal. Jackson, R., M. (2005). Curriculum Access for Students with Low-Incidence Disabilities: The Promise of Universal Design for Learning. Wakefield, MA: National Center on Accessing the General Curriculum. (Links u p d a t e d 2 0 1 1 ) . Consultado em agosto de 2024: https://www.cast.org/products-services/resources/2005/ncac-curriculum-access-low-incidence-udl Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield: CAST Professional Publishing. Consultado em agosto, 2024. http://udltheorypractice.cast.org Tomlinson, C. A. (2017). How to differentiate instruction in Academically Diverse Classrooms. (3 Ed.) Alexandria, VA: ASCD.
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Office Hours
Office Hours
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Mobility
Mobility
No
