Special Educational Needs Assessment and Intervention

Recommended Prerequisites

Approval in the Special Educational Needs course (C.U. semester option in the 3rd year 1st cycle), in which the following contents are taught : the educational and social  politics in the field of special educational needs, learning disabilities, Development Dyslexia.

Teaching Methods

Teaching methods include: (i) lectures, (ii) case studies, (iii) simulation exercises, (iv)audio-visual techniques, (v) field studies.

Learning Outcomes

By the end of this unit the student should be able to:

1. Rigorously and theoretical frame rehabilitation / intervention in the field of special educational needs;

2. Critically analyse the limitations and problems facing the psychological practice in this area, particularly with regard to psycho-educational counselling;

3. To characterize the aetiological, semiological, epidemiological and nosographical point of view specially within the groups studied;

4. Acknowledge methods and techniques to plan the intervention;

5. Identify and characterize the main instruments used in psychological evaluation of the groups studied;

6. Prepare evaluation reports and undertake the respective psychological counselling.

Work Placement(s)

No

Syllabus

1. The idiosyncrasies of psychological counselling in special needs education.

2. Difficulties in learning mathematics and non-verbal learning disabilities.

3. Giftedness, talent and excellent behavior: definitions and terminology, labeling and identifying; regularities in cognitive and socio-emotional development; Intervention and psycho- educational counselling; development of curricular examples and intervention programmes.

4. Blindness and low vision: definitions and relevant etiologies; regularities in cognitive and socio-emotional development; psycho-educational intervention.

5. Deafness and hearing loss: definitions and relevant etiologies; regularities in cognitive and socio-emotional development; psycho-educational intervention.

Note: This unit is planned in a logical continuity with the C.U. Special Educational Needs, particularly as it relates to the module of learning difficulties.

Head Lecturer(s)

Marcelino Arménio Martins Pereira

Assessment Methods

Assessment
Type C: 20.0%
Type B: 30.0%
Type A: 50.0%

Bibliography

Ardlila, A. & Rosselli, M. (2002). Acalculia and dyscalculia. Neuropsychology Review, 12 (4), 179-231.

D'Amato, R. C. & Flechter-Jazen, E. & Reynolds, C. (2005). Handbook of school neuropsychology. New Jersey: Wiley & Sons.

Frank; R. & Elliott, T. (2000). Handbook of rehabilitation psychology. Washington: APA.

Lueck, A. H. (ed.) (2004). Functional vision: A practitioner’s guide to evaluation and intervention. AFB: New York.

Pereira, M. A. M. (1998). Crianças sobredotadas: Estudos de caracterização. Tese de doutoramento não publicada. Coimbra: Faculdade de Psicologia e de Ciências da Educação.

Pereira, M.A.M. (2005). Educação e desenvolvimento de alunos sobredotados: Factores de risco e de protecção. Revista Portuguesa de Pedagogia, 39 (3), 243-258.

Shavinina, L. (2008). International handbook on giftedness. Montreal: Pringer.

Swanwick, R. & Gregory, S. (2007). Sign bilingual education: policy and practice. London: David Fulton Publishers.