Special Educational Needs Assessment and Intervention

Year
4
Academic year
2020-2021
Code
02017967
Subject Area
Psychology
Language of Instruction
Portuguese
Mode of Delivery
Face-to-face
Duration
SEMESTRIAL
ECTS Credits
6.0
Type
Compulsory
Level
2nd Cycle Studies - Mestrado

Recommended Prerequisites

Not applicable.

Teaching Methods

Teaching methods include: 1) lectures; 2) case studies; 3) simulation exercises; 4) audiovisual techniques; 5) field trips

Learning Outcomes

At the end of this curricular unit students should be able to:

1) Provide an overview and critical analysis of the evolution and current trends in special education and Psychological Rehabilitation;

2) Provide a critical analysis about a specificity of psychological Assesssment and counseling in the SEN;

3) Be able to characterize  the semiology, nosography and epidemiology of children with specific learning disabilities, giftdness, talents and high performance, sensorial disabilities;

4) Be familiar with the difficulties and challenges of intervening with children with SEN, with emphasis on psychological assessment and psycho-educational interventions;

5) Prepare psychological assessment reports in the field of special educational needs.

Work Placement(s)

No

Syllabus

1) The specificity of counseling in the Special Educational Needs.

2) Specific Learning Disorder: definitions; guidelines for Psychological evaluation and differential diagnostic; Intervention models.

3) Gifted, Talents and high performance: concepts; screening and identification methodes; Psycho-educational intervention and counseling.

4) Blindness and low vision: definitions and most relevant aetiologies; regularities in cognitive and socio-emotional development;Psycho-educational intervention and counseling.

5) Deafness: definitions and most relevant aetiologies; regularities in cognitive and socio-emotional development; psycho-educational intervention and counseling.

Head Lecturer(s)

Marcelino Arménio Martins Pereira

Assessment Methods

Assessment
Synthesis work: 10.0%
Resolution Problems: 20.0%
Frequency: 70.0%

Bibliography

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

-Blairmires, G., Coupland, C.,Galbraith, T., Parker, J., Parr, A., Simpson, F., & Thornton, P. (2016). Supporting children with sensory impairment. New York: Routledge.

-Frank; R. & Elliott, T. (2010). Handbook of rehabilitation psychology. Washington: APA.

-Perdigão, R., Casa-Novas, T., & Gaspar, T. (2014). Políticas públicas de educação especial (relatório técnico). Lisboa: Conselho Nacional de educação.

- Swanson, H., Harris, K.,  Graham, S. (2013). Handbook of learning disabilities (2nd ed.). New York: Guilford Press.

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

-Wang, M.; Reynolds, M. & Herbert, H. (2005). Handbook of special education: research and practice. Oxford: Pergamon Press.