Neurodevelopmental Disorders

Recommended Prerequisites

N/A

Teaching Methods

The theoretical component will be based on the expository method (including PowerPoint presentations), supported by audiovisual resources, and will include presentations of practical examples illustrating the disorders and intervention situations under study.

The practical component will include direct contact with intervention tools, discussions with guest speakers, group work, and field trips, when applicable.

Learning Outcomes

1. To define the field of Neurodevelopmental Disorders, defining its boundaries and providing a broad and integrated overview;

2. To understand the characteristics of Intellectual Development Disorders, Autism Spectrum Disorders, Attention Deficit Hyperactivity Disorder, and Cerebral Palsy.

3. To recognize the diversity of each Neurodevelopmental Disorder;

4. Understand diagnostic, cognitive, and functional assessment methods and instruments for each Neurodevelopmental Disorder.

5. Identify inclusive educational, therapeutic, and care interventions in different contexts and across the lifespan.

 

Skills to be developed:

- Identification and assessment skills for neurodevelopmental disorders;

- Skills for developing and implementing inclusive interventions throughout the lives of people with neurodevelopmental disorders.

Work Placement(s)

No

Syllabus

1. Definition and classification of Neurodevelopmental Disorders (ND) in Education, Psychology, and Health Sciences.

2. Intellectual Development Disorder: Definition, clinical and functional characterization, diagnosis, and early signs. Comorbidities. Lifelong intervention. Etiologies and characterization of specific syndromes: The case of Trisomy 21 and Williams Syndrome.

3. Autism Spectrum Disorder: Characterization, diagnosis, and early signs. Diagnostic, cognitive, and functional assessment. Etiology, comorbidities, progression, and prognosis. Intervention models. Educational strategies. Transition to adulthood.

4. Attention Deficit Hyperactivity Disorder: Characterization, explanatory models, and diagnosis. Comorbidities. Evidence-centered intervention and practices.

5. Cerebral Palsy: Definition, characterization, and clinical and functional classification. Etiologies. Intervention and Rehabilitation.

6. Future Perspectives in the field of ND.

Head Lecturer(s)

Susana Isabel Simão Mouga

Assessment Methods

Assessment
Synthesis work: 40.0%
Frequency: 60.0%

Bibliography

Jordan, R., Roberts, J. M., & Hume, K. (2019). The sage handbook of autism and education. London: Sage.

Maniadaki, K., & Kakouros, E. (2018). The complete guide to ADHD: Nature, diagnosis, and treatment. NewYork: Routledge.

Moura, O., Pereira, M., & Simões, M. R. (Coord.; 2020). Perturbação de Hiperatividade/Défice de Atenção. Pactor

Richards, S. P., Brady, M. P., Taylor, R. L. (2015). Cognitive and intellectual disabilities. Historical perspectives, current practices and future directions. New York: Routledge.

Rief, S. F. (2016). How to reach and teach children with ADD/ADHD. San Francisco: Jossey-Bass.

Volkmar, F. R., Rogers, S. J., Paul, R., & Pelphrey, K. A. (2014). Handbook of autism and pervasive developmental disorders. Vol. 2. Assessment, interventions and policy. New Jersey: Wiley.

Wehmeyer, M. L., Brown, I., Percy, M., Shogren, K. A., Fung, W. L. A. (Eds.) (2017). A comprehensive guide to Intellectual and Developmental Disabilities. Baltimore: Brooks.