Educação Especial e Intervenção Socioeducativa

Teacher Responsible: Ana Maria Paula Marques Gomes
3º Ano | 1º Semestre
Learning objectives
-Identify, as a professional in social education, the principles and rights of inclusive education -Demonstrate an attitude regarding the omissions and inconsistencies of the current system concerning disabled population -Apply and corelate specific concepts within that theme -Understand the discrepant arising situations in terms of development and potential -Adopt, with knowledge, an intervention appropriate to diversity through dinamics educational -Using the necessary and appropriate means at the service of socio-educational intervention

Syllabus
1. The historical evolution of social attitudes towards people with disabilities: the inclusion of separation a. The inclusive school prosecutor the inclusive society 2. The diversity in the general population and school a. Measures to support learning and inclusion b. Study of different neurodevelopmental disorders i. The disabilities (visual, hearing, intellectual and motor) ii. Learning disabilities, emotional disturbances, the cultural deprivation iii. The characteristics and needs of children with high skills c. Cultural differences in a multicultural society and a school d. The social and pedagogical implications this characterization 3. The school's responsibility and the Universal Design for Learning 4. The responsibility of the community about the inclusion: attitudes and concrete measures 5. The role of the family towards the child / young person and the school

Teaching methodologies (including evalution)

The lectures are done through oral exposure of more specific content within the concepts of the various issues and diversity of disabilities. These will be interspersed with theoretical and practical methodologies which combine active and expository methods by the teacher and students through exposure of their ideas, discussions, document analysis, viewing and discussion of films and / or documentaries, through an individual and / or group work process, aiming the promotion of interpersonal relationships. These strategies aim to stimulate critical reflection, deepening values and developing an ethical stance appropriate to the disabled population. The UC evaluation involves three components: Participation (20%), Test (40%) and Group work (40%).

Essential Bibliography (including ISBN)

Azevedo, Joaquim (2011). Liberdade e Política Pública de Educação. Ensaio sobre um novo compromisso social pela educação. V. N de Gaia: Fundação Manuel Leão ISBN-9789898151230. Brown-Chidsey, R. & Steege, M. (2010). Response to intervention. Principles and strategies for effective pratice. N.Y.: The Guilford Press. ISBN 9781606239230. Fernandes, D. (2014). Avaliação das aprendizagens e políticas educativas: o difícil percurso da inclusão e da melhoria. ISBN: 9789724056494. Gomes, A. M. P. (2011). Análisis e incidencia de los factores de resilencia en padres y madres con hijos, que bajo el constructo de la diversidad, son etiquetados como discapacitados: una propuesta de intervención en el ámbito sociofamiliar.Universidad de Jaén. ISBN: 9788484397205. Pereira, F. (coord) et al. (2018). Para uma Educação Inclusiva: manual de apoio à prática. Ministério da Educação/Direção-Geral da Educação (DGE). ISBN: 9789727424184.