Special Educational Needs

Recommended Prerequisites

Developmental and Learning Psychology.

Teaching Methods

Teaching methods include: (i) lectures; (ii) case studies; (iii) simulation exercises; (iv) audiovisual techniques.

Learning Outcomes

- To understand the diversity, complexity and the essential characteristics of the different types of special educational needs.

­- Knowledge of different pedagogical responses to students with special educational needs in the context of inclusive schools.

- Analysis of psychoeducational methods and strategies for the following specific groups of students with special needs: learning disabilities; intellectual disabilities; giftedness and high performance; sensorial disabilities; motor disabilities.

Work Placement(s)

No

Syllabus

Module I - Special Educational Needs and Inclusion: Definitions, types and prevalence of SEN. The organization and legislative architecture of the care provided. The paradigm of inclusive schools. Inclusive practices of pedagogical differentiation.

Module II - Learning Disabilities: Definitions. Identification criteria. Types of LD. Interventions aimed at the promotion of academic performance.

Module III - Intellectual Disabilities: Definition, identification and classification. Individualized Educational Programs and Individualized Transition Programs.

Module IV - Giftedness and High Performance: Definition and identification. Instructional strategies and models: acceleration and enrichment.

Module V - Sensorial Disabilities: Definitions, classifications and causes. Different types of adaptations: teaching methods, assessment and technology.

Module VI- Motor Disabilities: Definitions, classifications and causes. Different types of adaptations: teaching methods and assessment.

Head Lecturer(s)

Maria Cristina Petrucci Almeida Albuquerque

Assessment Methods

Assessment
Resolution Problems: 20.0%
Synthesis work: 30.0%
Exam: 50.0%

Bibliography

- Agência Europeia para o Desenvolvimento da Educação Especial (2005). Educação inclusiva e práticas de sala de aula nos 2.º e 3.º ciclos do ensino básico. Disponível em http://www.european-agency.org/publications/ereports/iinclusive-education-and classroom-practice-in-secondary-education/iecp-secondary-pt.pdf/view

- Correia, L. M. (Ed.) (2008). Inclusão e necessidades educativas especiais. Um guia para educadores e professores (2.ª ed. rev). Porto: Porto Editora.

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

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

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

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