Special Education II

Recommended Prerequisites

Those concerning the course unit of Special Education I.

Teaching Methods

Lectures supported by audiovisual aids; cases studies; training with assessment and intervention materials.

Learning Outcomes

“Special Education II”, curricular unit of the 3rd year of the degree on Educational Sciences , provides continuity to the students’ education in the domain of special educational needs, focusing on types not discussed previously.

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

- To define the area, delimiting it and linking it to other disciplines;

- To know the characteristics of particular types of special educational needs;

- To recognize the diversity of each of the considered types;

- To have access to and to apply evaluation procedures;

- To identify and to implement educational intervention programs.

Work Placement(s)

No

Syllabus

Intellectual difficulties: Definition, identification and classification. Etiologies. Characterization of specific syndromes (Down Syndrome, Fragile X syndrome, Fetal Alcohol Syndrome…). Family-centered early intervention. Elaboration of individualized educational programs. Principles and teaching methods. The transition from school to post school life.

- Attention deficit hyperactivity disorder. Delimitation and characterization. Explanatory models. Intervention in family and school context.

- Autistic Spectrum Disorders: Definition and characterization of the autism spectrum. Screening and diagnosis. Etiologies. Psychoeducational assessment. Models of intervention and educational strategies.

 - Sensory disabilities: Definition and characterization. Blindness and low vision, deafness and hipoacusy. Etiologies. Psychoeducational assessment. Models of intervention and educational strategies. The transition from school to post school life.    

Head Lecturer(s)

Maria Cristina Petrucci Almeida Albuquerque

Assessment Methods

Final evaluation
Exam: 100.0%

Continuous evaluation
Research work: 30.0%
Frequency: 35.0%
Synthesis work: 35.0%

Bibliography

Almeida, D., Cabral, E., Filipe, I., & Morgado, M. (2009). Educação bilingue de alunos surdos: Manual de apoio à prática. Lisboa: Direção-geral de Inovação e Desenvolvimento Curricular.

Brock,S. E.,Jimerson,S.R.,&Hansen, R.L.(2009).Identifying, assessing, and treating ADHD at school.NY:Springer

Carr,A.,Reilly,G.O.’,Noonan Walsh,P.,& McEvoy,J.(2000).The handbook of intellectual disability and clinical psychology practice.London:Routledge

Jacobson,J.W.,Mulick,J.A.,Rojahn,J.(2008).Handbook of intellectual and developmental disabilities.NY:Springer

Jordan,R.(2000).Educação de crianças e jovens com autismo.Lisboa:IIE

Lopes,J.A.(2004).A hiperactividade. Coimbra:Quarteto

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

Mendonça, A.,Miguel,C.,Neves,G.,Micaelo,R., &Reino,V.(2008).Alunos cegos e com baixa visão- Orientações curriculares. Lisboa:DGIDC

Wall, K.(2010). Autism and early years practice (2nd ed.).Los Angeles: SAGE.