Intervention Programs in Special and Inclusive Education

Recommended Prerequisites

The unit is taught in Portuguese, but command of English is indispensable for reading scientific texts.

Teaching Methods

Expositions supported by slideshows; interrogative methods; oral or written reflection from the presentation of audiovisual materials.

Active methodologies based on problem analysis (practical cases), some of which are selected from professional practice, and will be worked on in small groups.

Learning Outcomes

The c.u. has as its fundamental objective the consolidation of integrated intervention skills in the fields of SE and IE. Students are meant to develop the hability to:

- identify, in a detailed and rigorous way, the variables that should be considered in analysing cases sof students who require selective and/or additional measures, with reference to individual characteristics and environmental factors;

- carry out a critical review of specialised literature that will allow them to collect the necessary information for analysing, planning, monitoring and assessing the effectiveness of the intervention;

- identify the general and specific objectives of the intervention;

- identify the most appropriate strategies/methodologies to respond to the identified objectives, while and respecting the theoretical framework(s) selected from the appropriate literature;

-plan the intervention in detail;

-present and defend their proposal;

-implement the proposal.

Work Placement(s)

No

Syllabus

- The syllabus is defined annually according to (i) the interests of the students and (ii) problems observed in professional practice, which provide an immersive experience in solving complex intervention issues in a transdisciplinary team;

- Ethical and deontological issues associated with intervention work are also addressed, allowing students to guide their conduct in accordance with the principles of ethical integrity;

However, in the first module there are fixed contents, chosen in accordance with a model of  theoretical diversity:

- Theoretical foundations of curriculum organisation in the field of Special Education and Inclusive Education;

- General principles for identifying and implementing measures to support learning and inclusion;

- Development of the Individual Educational Program;

- Individual Transition Plan.

Assessment Methods

Assessment
Other: 20.0%
Project: 80.0%

Bibliography

- Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533–568

- Farrell, M. (2012). Educating special children: an introduction to provision puplis with disabilities and disorders (2nd ed). David Fulton.

- Friend, M., & Bursuck, W. D. (2015). Including students with special needs. A practical guide for classroom teachers. Pearson

-Kauffman, J., Hallahan, D., & Pullen, P. (2017). Handbook of special education. Routledge.

-Moura, O. Pereira, M., & Simões, M. (2018).Dislexia: Teoria, avaliação e intervenção. Pactor.

- Pereira, F., Crespo, A., Trindade, A. R., Cosme, A., Croca, F., Breia, G., (…) & Fernandes, R. (2018). Para uma educação inclusiva: Manual de apoio à prática. ME/DGE.

- Quigney, T. A., & Studer, J. R. (2016). Working with students with disabilities. A guide for school counselors. Routledge.