Methods and Resources in Special Education

Recommended Prerequisites

Not applicable.

Teaching Methods

The course unit favours active and demonstrative methods, although diversified teaching methods and strategies are used. Students apply the concepts learned using case studies and direct training of skills in some digital platforms. 

Learning Outcomes

At the end of the course unit the student is expected to be able to:

1) Theoretically and rigorously frame the learning strategies that must be implemented in the context of Special Education, with reference to the knowledge produced in the field of neuroscience;

2) know and implement pedagogical techniques and practices that make a classroom inclusive;

3) identify and characterise the main technological resources used in the field of Special Education;

4) train proficiencies with some assistive technology resources.

5) critically analyse the constraints and problems faced by educational practices in this field.

6) assume the role of consultant in the design of inclusive curricula. 

Work Placement(s)

No

Syllabus

1) The contributions of neuroscience to special education and inclusive education.

2) Neuroscience-based learning strategies, including cognitive psychology.

3) Pedagogical practices in an inclusive classroom, namely with regard to flexible learning management and planning.

4) The Universal Design for Learning (UDL): description, principles and theoretical foundations.

5) Stimulation programs integrated in the school curriculum.

6) Assistive Technology in special education and inclusive education: (i) technologies and strategies to promote verbal expression; (ii) technologies and strategies to promote learning to read; (iii) technologies and strategies to promote reading comprehension; (iv) technologies and strategies to promote reading comprehension; (v) technologies and strategies to promote attention.

7) Interactive programmes to stimulate cognitive skills.

Head Lecturer(s)

Marcelino Arménio Martins Pereira

Assessment Methods

Assessment
Synthesis work: 40.0%
Frequency: 60.0%

Bibliography

- Bugaj, C., Janowski, K., Marotta, M., & Poss, B. (2021). Inclusive learning 365: Edtech strategies for every day of the year. International Society for Technology in Education.

- Burgaj, C. (2018). The new assistive tech: Make learning awesome for all! International Society for Technology in Education.

- Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Brookes Publishing Company

-Reen, J. (2018). Assistive technology in special education: Resources to support literacy, communication, and learning differences (3rd ed.). Prufrock Press Inc.