Intervention Programs in Special and Inclusive Education
Recommended Prerequisites
It is recommended that students have completed the course unit “Methods and Resources in Special Education.
Teaching Methods
The theoretical component will follow an expository approach, including PowerPoint presentations, and will feature illustrative practical examples of the intervention scenarios under study. The practical component will provide hands-on experience with intervention tools, opportunities for discussions with guest speakers, group projects, and field visits, where applicable.
Learning Outcomes
1. Demonstrate the necessary skills for developing an intervention/research project in special and inclusive education;
2. Describe the rationale and general principles of intervention in trauma-informed educational practices;
3. Critically analyze the potential and impact of approaches to public policy for inclusion in early childhood education;
4. Recognize the cross-cutting dimension of human rights in building an inclusive society;
5. Describe key principles and core strategies for promoting the quality of life of individuals with autism spectrum disorders;
6. Identify correlational characteristics between physical spaces and inclusive practices;
7. Understand the main challenges and solutions in the inclusive development of digital literacy and digital health;
8. Plan intervention initiatives that promote inclusive education in school and community contexts.
Work Placement(s)
NoSyllabus
1. Development of intervention and research projects in special and inclusive education;
2. Inclusive education programs in school and community contexts.
3. Trauma-informed pedagogical practices;
4. Inclusive policies in early childhood education;
5. Correlation between inclusive spaces and practices;
6. Inclusive society and digital literacy/health;
7. Education for human rights in the context of an inclusive society;
8. Promotion of the quality of life of individuals with autism spectrum disorders.
Head Lecturer(s)
Maria Clara Martins Barata Almeida
Assessment Methods
Assessment
Synthesis work: 20.0%
Project: 80.0%
Bibliography
Ainscow, M. (2024). Developing inclusive schools: Pathways to success. Routledge. https://doi.org/10.4324/9781003438014
Downey, J., & Greco, J. (2023). Trauma sensitive schools: A comprehensive guide for the assessment planning and implementation of trauma informed frameworks. Children and Youth Services Review, 149, 1–13. https://doi.org/10.1016/j.childyouth.2023.106930
Organization for Economic Co-operation and Development (OECD) (2025). Reducing inequalities by investing in early childhood education and care, starting strong. OECD Publishing. https://doi.org/10.1787/b78f8b25-en
United Nations Educational, Scientific and Cultural Organization (UNESCO) (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing. https://doi.org/10.54675/ASRB4722
Volkmar, F. R., Rogers, S. J., Paul, R., & Pelphrey, K. A. (Eds.). (2014). Handbook of autism and pervasive developmental disorders: Assessment, interventions, and policy (4th ed., Vol. 2). Wiley