Neurodesenvolvimento e Indicadores de Risco

Teacher Responsible:
1º Ano | 2º Semestre
Learning objectives
-Identify the neurodevelopment process, characterized by the variability and plasticity of the nervous system in identifying developmental risk situations. -Use basic theoretical concepts related to various issues, from etiology, degrees, developmental characteristics and specific needs. -Select strategies and resources to use in different pedagogical practices and to develop in inclusive environments.

1. Neuromaturational processes for learning and progressive acquisition of different abilities 1.1. Information processing and dynamic (dis) balance in bidirectional interaction (between biological and environmental factors). 2. Identification of the etiological factors related to the genesis of the various problems that imply developmental delay 2.1. Risk indicators and problems of neurodevelopment in several domains 2.2.1. Cognitive 2.2.2. Motor 2.2.3. Sensory (vision and hearing) 2.2.4. Behavioral (Autism Spectrum Disorder / Hyperactivity Disorder and Attention Deficit) 2.2.5. Specific Learning Disorders 2.2.6. Giftedness.

Teaching methodologies (including evalution)

Theoretical classes are designed to expose more specific contents, interspersed with theoretical and practical methodologies combining active and expository methods (professor and students) through the presentation of ideas, debates, document analysis, viewing and discussion of films/documentaries, in an individual and/or group work process. The CU also includes seminars to allow for professionals/experts to contribute in specific areas/themes/subjects. Tutoring will stimulate critical thinking, deepen the scientific domain in a more individualized perspective and develop an appropriate ethical posture in the observations and analysis of fieldwork, through practical cases from different professional contexts, comparing and applying knowledge. Participation in class discussions (20% of final grade), individual written assignment (80% of final grade).

Essential Bibliography (including ISBN)

American Psychiatric Association. (2014). Manual de Diagnóstico e Estatística das Perturbações Mentais: DSM-5 (5ªed). Lisboa: Climepsi Ed. Antunes, N. L. (2019). Sentidos- O grande livro das perturbações do desenvolvimento e comportamento. Lua de Papel. Caldas, A. C.; Rato, J.(2017). Quando o cérebro do seu filho vai à escola-Boas práticas para melhorar a aprendizagem. Verso da Kapa-Edição de livros, Lda. Corn, A. (2010). Foundation of Low Vision: Clinical and Functional Perspectives 2nd edition - AFB press. Fernandes, A. S., Gomes, A. & Lima, M. (org.) (2016). Educação Especial em Tese. Porto: ESEPF. SERRA, H. (2010). Avaliação e Diagnóstico das Dificuldades de Aprendizagem Específicas: Alunos/Professores. Edições Asa. Silva, Â. (2011). O sentir dos sentidos: a surdocegueira em questão. Dissertação de Mestrado em Ciências da Educação -