Perturbações da Aprendizagem Específicas

Teacher Responsible:
1º Ano | 1º Semestre
Learning objectives
Meet the historical evolution of the concepts and successive models of education for students with Specific Learning Disorders (SLD). Meet and relate, in a historical perspective, the different theoretical models for explanatory of the SLD, of the child or young person, its prevalence, risk factors and indicators at different stages of development. Reference the etiology of this issue, know how to analyze the type of SLD and the respective features. Use appropriate methods, as well as the specific instruments of evaluation and intervention, in these cases, in the various contextual realities. To know differentiated strategies for the individual variations of this type of Special Education Needs (SEN).

Specific learning disorders: current concept (DSM-5, 2014); common and divergent aspects of the previous and successive conceptual approaches. Neurologic genesis, etiological factors, features of learning and behaviour, specific educational needs. Comprehensive evaluation models. Explanation of neuroperceptivemotor oriented models and linguistic nature. Intra-individual profile of the student, as a basis of differentiated intervention. Profiles, strategies and resources to support different types of SLD. Attention and memory, auditory and visual, assistive technologies, such as large possible effect factors on differentiated intervention. The relation between the SLD and emotional problems. Case studies with double giftedness: giftedness and SLD. Characterization of the difficulties of these students, in the framework of the curriculum and interacting with the school, teachers and colleagues. Myths and realities, pedagogical implications, and forms of intervention.

Teaching methodologies (including evalution)

Expository nature classes will be the key for creating spaces of debate and subsequent consideration of the issues under study. We will promote the analysis of documents, both individually and in small groups, that lead to discussions between students and between students and teachers, providing moments of dialogue, connecting theory and practice. The evaluation will be agreed at the beginning of the semester, assuming always the individual oral presentation (50%), in class, of a case studied, with a written report (50%), that is the result of the field work.

Essential Bibliography (including ISBN)

Afonso, C., Serra, H., Cunha, I., Reis, M., Ferreira, P. C. (org.) (2013). Atas do Encontro Nacional Dislexia em Tese. Porto: Edição ESEPF. ISBN 9789729917486 Fernandes, A. S., Gomes, A. & Lima, M. (org.) (2016). Educação Especial em Tese. Porto: ESEPF. ISBN 9789899894068 Fonseca, V. (2008). O insucesso escolar. Lisboa: Editora Martins Fontes. ISBN 9727800025 Lima, R. M. (2011). Fonologia Infantil: Aquisição, Avaliação, Intervenção. Coimbra: Livraria Almedina. ISBN: 9789724037837 Serra, H. & Fernandes, A. S. (2015). Será o meu filho sobredotado? Porto: Porto Editora. ISBN 9789720349910 Serra, H., Alves, T. O. (2015). Dislexia: Fichas de intervenção Pedagógica 1 e 2. Porto, Porto Editora. ISBN 9789720350411 e 9789720350428 SERRA, H. (2010). Avaliação e Diagnóstico das Dificuldades de Aprendizagem Específicas: Alunos/Professores. Arcozelo, Edições Asa. ISBN 21928604