Educação Diferenciada e Intervenção Multimodal

Learning objectives
Identify main assumptions of specific legislation for special needs students. Know different observation and intervention models of school populations, as well as specific risk behavior. Analyse techniques and instruments that enable students to identify and characterize students with special needs. Recognize the importance of adapt educational practices in basic education contexts (1st and 2nd cicles), in order to respond the identified needs, in a teamwork prespective.

Syllabus
1-Principles of Inclusion and legal norms; 2-Study of etiology and prevalence of situations that dictate special educacational needs; 3-Trauma and emotional distress; 4- Alexithymia/Emotional Illiteracy. 5-Pedagogical Implications and legal framework for direct intervention with children, in classroom, school and other educative contexts; 6-Knowledge and practices transdisciplinarity regarding children with special needs 7-Teamwork as a differentiation and a success factor for educational interventions.

Teaching methodologies (including evalution)

The curricular unit is structured in theoretical, theoretical-practical lessons and tutorial orientation and other tipologies, based on active methodologies that intend to challenge students, either through group or individual work, to proactively participate in their knowledge construction. So, after brief exposures (in the theorical lessons) towards a general thematic awareness, we privilege knowledge mobilization, theoretical research and practical cases observation. In addition, and with the tutorial support, each group studies a problem previously defined and presents it to class. The next item is the debate produced by peers and teacher, for ideas and knowledge construction. The individual component will focus on case studies problems, as well as on intervention adequacies. Evaluation forms and correspondent consideration: 50%-group work with oral presentation. 50%-individual written work with oral presentation.

Essential Bibliography (including ISBN)

AINSCOW, M. (2000). Necessidades especiais na sala de aula. Lisboa, Instituto de Inovação Educacional: Edições Unesco. ISBN: 1853022632. CORREIA, L. (2003). Educação Especial e Inclusão - Quem disser que uma sobrevive sem a outra não está no seu perfeito juízo. Porto: Porto Editora. ISBN: 9720345136. FERNANDES, H. S. (2002). Educação especial: integração das crianças e adaptação das estruturas de educação: estudo de um caso. Braga: APPACDM - Braga. ISBN: 9728699190. FERNANDES, A. S. & Serra, H. (2015). Será o meu filho sobredotado? Porto: Porto Editora. ISBN: 9789720349910. FLEMING, M. (2003). Dor sem nome: pensar o sofrimento. Porto: Afrontamento. ISBN: 9723606593. RUPPERT, F. (2012). Trauma, Vinculo y Constelaciones Familiares. Buenos Aires: Paidos. ISBN: 9786077626992. SNYDER, C.R. & LOPEZ, S. J. (2009). Psicologia Positiva: uma abordagem cientifica e pratica das qualidades humanas. Porto Alegre: Artmed. ISBN: 9788536316567.