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Desenvolvimento de Aprendizagens Significativas

Teacher Responsible:
1º Ano | 2º Semestre
Learning objectives
- Recognize paradigm changes introduced by current legislation. - Reflect on the role of general education teacher in classroom management. - Identify curriculum differentiation. - Discuss the possibilities of curricular differentiation. - Acquire basic skills in curriculum building and development.

Syllabus
1. Legislative framework 2. Implications of a multilevel approach 3. Pedagogical differentiation in classroom 3.1. Teacher Decisions 3.2. Universal design for learning 3.3. Collaborative Work Strategies 4. Implementation of selective and additional measures 4.1. Process for identifying the need of adopting measures 4.2. School organizational responses 5. The Learning Support Center as a basis for new formative learning

Teaching methodologies (including evalution)

Students will be offered various activities (reading and critical review of texts, presentation and discussion on specific cases, discussion forums). Evaluation includes a final individual reflection on the themes proposed by the teacher (100%).

Essential Bibliography (including ISBN)

Cosme, A.; Trindade, R. (2012). A Gestão curricular como um desafio epistemológico: A diferenciação educativa em debate. Interacções, nº 22,pp. 62-82. Disponível em www.eses.pt/interaccoes. Leite, T. (2011). Currículo e Necessidades Educativas Especiais. Aveiro: Universidade de Aveiro. Moreira, A. F.; Silva, T. T. (org). (2000). Currículo, cultura e sociedade. São Paulo: Cortez. Pereira, F. (coord). (2018). Para uma Educação Inclusiva: Manual de Apoio à Prática. Lisboa: Ministério da Educação/Direção-Geral da Educação (DGE). Silva, F. (2010). Entre o processo civilizador e a gestão controlada do currículo: a escola inclusiva "dos deficientes". Currículo sem Fronteiras, v.10, n.2, pp.214-227