Ambientes de Aprendizagem Equitativos e Interação Social

Learning objectives
- Distinguish the main concepts related to inclusive education. - Explain facilitating factors and barriers to participation. - Propose different strategies to promote family involvement and empowerment. - Resolve intrinsic and extrinsic conflicts. - Determine the impact of society on creating more equitable environments. - Interpret the contributions of other groups and institutions involved. - Recognize the importance of teamwork. - Evaluate the physical and human resources availables in schools. - Present possible risks and protective factors in transitions. - Know the work of early intervention teams in Portugal.

Syllabus
1. Approach and list of essential concepts: equity, disability, disease, diversity, handicap, resilience, facilitators, barriers, environmental factors, activities and participation, biopsychosocial approach, ... 2. Society in equitable social interaction 2.1. The role of friends, acquaintances, peers, neighbors and community members 2.2. Non-formal contexts of inclusive education 3. Family-centered approach 3.1. Early intervention in childhood: in Portugal, recommended practices, integrated system (intersectoral and transdisciplinary collaboration), program evaluation, professional profile 4. Culture, structure and functioning of the school 4.1. Teacher-student interaction, class and teacher effect 4.2. Management of intrinsic and extrinsic behaviors and conflicts 4.3. Strategies and resources to be used in personalized teaching practices and to be developed in inclusive environments. 5. Transitions: for the school environment, after-school life, access to higher education.

Teaching methodologies (including evalution)

Classes will combine expository, interrogative, active and demonstrative methods in order to challenge students, individually and in groups, to build their own knowledge. From case studies presented by the students and through videos or texts, students will analyze different realities with the help of support grids (based on updated literature), mobilizing previous knowledge and critically reflecting on educational practices. Evaluation: 1. individual critical review of an article or book chapter (20%); 2. group report on the design or implementation and evaluation of an intervention program (50%); 3. group poster on the intervention program to be presented at the end of the CU (30%)

Essential Bibliography (including ISBN)

Agência Europeia para o Desenvolvimento da Educação Especial. (2005). Educação inclusiva e práticas de sala de aula nos 2º e 3º ciclos do ensino básico. Disponível em http://www.european-agency.org/publications/ereports/iinclusive-educationand classroom-practice-in-secondary-education/iecp-secondary-pt.pdf/view. Almeida, L.C.I.C.d., et al. (2015). Práticas Recomendadas Em Intervenção Precoce Na Infância: Um Guia Para Profissionais, A.N.d.I. Precoce, Editor Associação Nacional de Intervenção Precoce. Alves, M.M. (2009). Intervenção precoce e educação especial: práticas de intervenção centradas na família. Viseu: PsicoSoma. Dgidc (2011). Educação especial e educação inclusiva. Indicadores chave para o desenvolvimento das escolas guia para diretores. Estoril: Editora Cercica. Houlette, M. A., Gaertner, S. L., Johnson, et al. (2004). Developing a more inclusive social identity: An elementary school intervention. Journal of Social Issues, 60, 35 - 55.