Special Education I

Recommended Prerequisites

None.

Teaching Methods

Teaching methods include: (i) lectures; (ii) case studies; (iii) simulation exercises; (iv) audiovisual techniques; (v) 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 in Portugal and abroad;

2) Understand the diversity and prevalence of the different types of special educational needs;

3) Be able to characterize the semiology, nosography and epidemiology of children with learning difficulties, children and young people with giftedness as well as of cerebral palsy;

4) Establish a differential diagnosis between learning disabilities and other developmental problems that also cause poor academic performance/learning problems;

5) Be familiar with the difficulties and challenges of intervening with children with SNE, with emphasis on psycho-educational interventions;

6) Be familiar with methods and techniques that enable the use of resources with a view to providing timely and appropriate responses, generating an integrated and realistic educational intervention project.

Work Placement(s)

No

Syllabus

1. General introduction to special education

1.1. Operationalisation of concepts.

1.2. Taxonomies.

1.3. Theoretical framework.

1.4. Diachronic analysis and legal framework of special educational needs.

2. Learning disabilities and learning difficulties 

2.1. Most relevant definitions and aetiologies

2.2. Regularities in the cognitive and socio-affective development of students with learning disabilities.

2.3. Intervention models, methods and techniques within the scope of learning disabilities.

3. Students with gifted characteristics and talents

3.1. Definitions and terminology.

3.2. Identification methods.

3.3. Regularities in cognitive and socio-emotional development.

3.4. Psycho-educational intervention and counselling.

4. Cerebral palsy

4.1. Most relevant definitions and aetiologies.

4.2. Regularities in cognitive and socio-emotional development.

4.3. Intervention strategies.

Head Lecturer(s)

Sónia Cristina Mairos Baptista Ferreira

Assessment Methods

Final evaluation
Exam: 100.0%

Continuous evaluation
Resolution Problems: 10.0%
Synthesis work: 40.0%
Frequency: 50.0%

Bibliography

Goswami, U. (2008). Learning difficulties: Future challenges. London: Government Office for Science.

Ministério da Educação (2008). Educação especial: Manual de apoio à prática. Lisboa: DGIDC.

Organização Mundial de Saúde (2001). CIF: Classificação Internacional da Funcionalidade, Incapacidade e Saúde. Lisboa: Secretariado Nacional para a Reabilitação e Integração das Pessoas com Deficiência.

Norwich, B. (2013). Addressing tensions and dilemmas in inclusive education. London: Routledge.

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

Shavinina, L. V. (Ed.). (2009). International handbook on giftedness. Québec: Springer.

Stickland, B. B., Hoskyn, M., & Lee, C. (1999). Developing and implementing individualized education programs. New Jersey: Prentice-Hall.