Methods and Resources in Special Education

Recommended Prerequisites

Students should have prior foundational knowledge in the areas of Developmental and Educational Psychology. Therefore, it is recommended that students have acquired knowledge within the thematic scope of the courses "Educational Psychology," "Learning Theories and Teaching Models," "Educational Technology," and "Special Education" (1st cycle of studies / undergraduate level).

Teaching Methods

The theoretical component will be based on the affirmative method (including expository and demonstrative methodologies), with the presentation of practical examples illustrating the educational situations under study.
The practical component will include illustrative examples, debates, group work, and study visits, where applicable.

Learning Outcomes

1. Explain the importance of assessing quality of life as a developmental outcome and its applications within the context of special education;

 

2. Characterize the specific needs of children and adolescents with emotional and behavioral disorders, describing the principles of intervention aimed at their empowerment;

 

3. Identify the specific needs of children and young people with chronic health conditions, as well as the corresponding inclusive pedagogical practices;

 

4. Identify the main dimensions of multilevel intervention in school bullying contexts;

 

5. Value the applicability of child–robot interaction in educational settings, reflecting on ethical and usability issues;

 

6. Analyze the processes of designing and implementing Universal Design for Learning (UDL);

 

7. Identify the main assistive technologies in specific domains of education;

 

8. Describe the educational applications of major assistive technologies across different intervention contexts.

Work Placement(s)

No

Syllabus

1. Quality of life assessment in special education

2. Educational needs of children and adolescents with emotional and conduct disorders

3. Specific needs of children and youths with chronic health conditions in educational settings

4. Multilevel understanding and intervention on school bullying

5. Child-robot interaction: Educational applications of social robots

6. Universal Design for Learning

7. Assistive technologies: concepts, methods and principles

8. Applications of assistive technologies in specific educational settings (e.g., multiple disabilities, autism, creativity).

Head Lecturer(s)

Carlos Fernando de Paulo Carona

Assessment Methods

Assessment
Report of a seminar or field trip: 10.0%
Exam: 90.0%

Bibliography

Floyd, K. K., Jeffs, T., & Puckett, K. S. (2024). Assistive technology and universal design for learning: Toolkits for inclusive instruction. Plural Publishing.

 

 

Little, S. G., & Akin-Little, A. (2019). Behavioral interventions in schools: Evidence-based positive strategies. American Psychological Association. https://doi.org/10.1037/0000126-004

 

 

McGee, N. J., Kozleski, E., Lemons, C. J. & Hau, I. C. (2025). AI + LEARNING DIFFERENCES: Designing a future with no boundaries. Stanford University.

 

Polgar, J. M., Encarnação, P., Smith, E., & Cook, A. M. (2025). Assistive technologies: Principles and practice (6th ed.). Elsevier.

 

 

Walcott, C. M., & Harrison, S. E. (2020). Academic issues related to pediatric health conditions in schools. In A. G. Dempsey (Ed.), Pediatric health conditions in schools: A clinician’s guide for working with children, families, and educators (pp. 43–59). Oxford University Press. https://doi.org/10.1093/med-psych/9780190687281.001.0001