Escola Inclusiva: Aprendizagens e Comportamentos
Teacher Responsible: Júlio Emílio Pereira de Sousa
1º Ano | 1º Semestre
Explain the importance and know different observation and evaluation models for specific school populations.
Identify the protective development factors and risk behavior.
Learn about techniques and instruments that enable students to identify, characterize, plan, intervene and evaluate of children with intellectual and developmental disabilities: motor skill, sensory, learning, emotional and behavior disorders, and highly gifted children. Adapt educational practices in different contexts, in order to meet identified needs.
Know different strategies to promote family involvement and empowerment
Recognize the importance of teamwork.
1-Principles of Inclusion and legal norms
2-Sudy of etiology and prevalence of situations that dictate special needs education: with intellectual and developmental disabilities, motor skill, sensory, learning, emotional and behavior disorders, and highly gifted children
2.1-Educational characteristics and needs of these children
3.1-Trauma and emotional distress
3.2-Emotional Illiteracy. The (in) emotional expressiveness and its impact on school performance
4-Pedagogical Implications and legal framework for direct intervention with children and class and the school organization
5-knowledge and practices transdisciplinarity regarding children with special needs
6-Family as an essential element in the educational pathway
7-Educating resilience. Adversity, frustration, risk education and promotion of resilient behavior in an educational context
8-Teamwork as a differentiation and success factor for educational interventions.
Teaching methodologies (including evalution)With active methodologies we intend to challenge students, either through group or individual work, to participate proactively in their knowledge construction. So, after brief exposures towards a general thematic awareness, we privilege knowledge mobilization, theoretical research and practical cases observation. In addition, and with the tutorial support, each group studies a problem previously defined and presents it to class. The next item is the debate produced by peers and teacher, for ideas and knowledge construction. This group component has a weighting of 50%. The individual components will focus on the emerging issues of professional practice with a weight of 50%.
50%-group work with oral presentation.
50%-individual work with oral presentation.
Essential Bibliography (including ISBN)AINSCOW, M. (2000). Necessidades especiais na sala de aula, Lisboa, Instituto de Inovação Educacional, Edições Unesco. ISBN: 1853022632.
CORREIA, L. (2003). Educação Especial e Inclusão - Quem disser que uma sobrevive sem a outra não está no seu perfeito juízo. Porto, Porto editora. ISBN: 972-0-34513-6.
FERNANDES, H. S. (2002). Educação especial: integração das crianças e adaptação das estruturas de educação: estudo de um caso, Braga, APPACDM Distrital de Braga. ISBN 972-8699-19-0;
FLEMING, M. (2003). Dor sem nome: pensar o sofrimento. Porto: Afrontamento. ISBN: 9723606593;
KIRK, S. A; GALLAGHER, J. J. (2002) Educação da criança excepcional. 3a ed. São Paulo: Martins Fontes. XIV, 502 p. ISBN 85-336-0015-X.
RUPPERT, F. (2008). Trauma, Bonding and Family Constellations. Frome: Green Balloon Publishing. ISBN: 9780955968303 SNYDER, C.R. & LOPEZ, S. J. (2009). Psicologia Positiva: uma abordagem científica e prática das qualidades humanas. Porto Alegre: Artmed. ISBN: 9788536316567