Education of Adults with Special Education Needs

Recommended Prerequisites

Students should have intermediate knowledge of written and spoken Portuguese, English and Spanish.

Teaching Methods

This curricular unit gives priority to lectures and active learning methods, although other methods and strategies will be used in classes.Taking in consideration the theoretical-practical nature of this Curricular Unit students will debate practical cases, discuss interventions, analyze legal documents, and compare practices, context in which active methods are used. In adittion to content exposition interrogative and demonstrative methods will also be used.

Learning Outcomes

It is intended that students demonstrate to have adquired  knowledge of critical analysis of the construct SN, and that are able to integrate it within the scope of the paradigm of inclusion and the theoretical approaches of life long learning and adult education. They should  also be able to analyse distinct specificities of the manifestation of different types of special needs in diferentiated periods and contexts through adulthood. They should also demonstrate skills in planning and implementation of needs analysis and educational intervention, and also in the evaluation of the actions taken. Finally, At last, students will proceed to the analysis of the Adult educator's competences profile, identifying knowledge and technical and transversal skills, that sustain their action in this area.

Work Placement(s)

No

Syllabus

THEME 1 Special Needs in adulthood

Special Needs: Disability, Incapacity and Functionality. Definitions, types and prevalence of SN; congenital and acquired SN; temporary and permanent SN, SN and development; SN and inclusion

THEME 2 Challenges of adulthood  in people with SN diagnosed since adolescence /youth : diagnostic procedures; educational intervention in (non) formal contexts (work , family, community), training programs for people with SN; evaluation of the intervention; fundamental rights and freedoms of the adult person with SN; managing participation and empowerment

THEME 4 Signaling SN, for the first time, during adulthood and / or old age

diagnostic procedures; educational intervention in (non) formal contexts (work , family, community); evaluation of the intervention; fundamental rights and freedoms of the adult person with SN; managing participation and empowerment

Theme 5 Profile of competences of the Adult Educator, in this area

Head Lecturer(s)

Sónia Cristina Mairos Baptista Ferreira

Assessment Methods

Assessement
Avaliação contínua: Midterm exam: 50% + Synthesis work: 50% : 100.0%

Assessement
Avaliação final: Exam: 100.0%

Bibliography

Backman, L., & Nyberg, L. (2010). Successful aging: Perspectives from the behavioral sciences. New York:Cambridge University Press.

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

Fry,P. S., & Keyes, C. (2010). New frontiers in resilient aging:Life-strengths and well-being in late life. New York:Cambridge Univ Press.

Gauthier, S., & Rosa-Neto, P. (Eds.) (2011). Cases studies in Dementia: Common and uncommon presentations. New York:Cambridge Univ.Press.

Roffman, A. (2000). Meeting the Challenge of Learning Disabilities in Adulthood. Baltimore: Brookes Publishing Company.

Shogren, K. (2013). Self-Determination and Transition Planning. Baltimore: Brookes Publishing Company.

Simões, A.(2006).A nova velhice: um novo público a formar.Coimbra:Almedina.