Class Functional diversity and Human Development

The CU Functional Diversity and Human Development: motor and intellectual domain, is structural in this study cycle, since it focuses on "disabilities studies". The social historical and educational aspects of disability are core contents, and the social approach to disability, and the specific aspects of etiology and classification of motor and intellectual disabilities. The CU is also related to models of support for funciotional diversity in motor and intellectual domains. The intervention purposes are a transversal theme and emerge from the dialog and the reflections that occurs during classes, as well as synchros as asynchronies classes. It is expected that students develop competences of analyses and purposes of intervention in inclusive contexts, in a social perspective of students' disabilities and difficulties.

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1. Functional Diversity: from clinical to social and educational approach of disability. 2.International Classification of Functioning, Disability and Health. 3.Human Development and Cognitive Functioning. Etiology, characterization and evaluation of students with: Intellectual and Developmental Difficulty, Autism Spectrum Disorder 4.Human Development and Motor Functioning. Etiology, characterization and evaluation of students with motor disabilities. 5. Intervention with students with cognitive and motor difficulties: Curricular accommodations and measures to support learning. Universal Design for Learning. Active and Expressive Methodologies of Learning. Physical, Curricular, Communicational, Informational and Attitudinal Accessibility. 6. Functional Diversity and Educational Contexts. Support for learning and inclusion in the school context. Support for learning and inclusion in non-school contexts.

The innovative methodologies supporting the teaching-learning process used are Zoomdrama, Active Methods both in-person and online, flipped classroom, and the use of Virtual Learning Environments.

Lani Florian & Mhairi Beaton (2017): Inclusive pedagogy in action: getting it right for every child, International Journal of Inclusive Education, DOI: 10.1080/13603116.2017.1412513 Leitão, F., & Silva, M. (2019). Inclusão de Pessoas com Necessidades Especiais – Estudos. Lisboa: Edições Universitárias Lusófonas. Lima-Rodrigues, L.; Silva, M.O.E.; Rodrigues, D. (2021). Inclusão em Portugal: Inspirações para o Atendimento Psicopedagógico. In Oliveira, G., Fini, L.; Burochovitch, E. & Brenelli, R. (Orgs). Psicopedagogia: Desafios e Prática no Contexto Educativo. Vozes. Walker, J. D., & Barry, C. (2018). Assessing and Supporting Social-Skill Needs for Students With High-Incidence Disabilities. TEACHING Exceptional Children, 51(1), 18–30. https://doi.org/10.1177/0040059918790219