Observation and Intervention Unit - Psychopedagogy and Inclusive Education

Recommended Prerequisites

Knowledge and skills mentioned on the several curricular units of the previous semesters.

Teaching Methods

This curricular unit provides students with field work in the institutions that host them, to consolidate and/or to deepen the theoretical and practical knowledge inherent in the area of Psychopedagogy and Inclusive Education. If possible, it is recommended that the student may be able to collaborate actively and autonomously, with due supervision, in the design, planning and development of educational activities in the host institution. It will happen weekly a follow-up of the fieldwork, in a seminar format at the Faculty, for sharing experiences, critical reflection and guidance. 

Learning Outcomes

To deepen and to apply knowledge in the area of Psychopedagogy and Inclusive Education.

- To contact institutions and systematically analyze, based on scientific knowledge and specialized observation techniques, practices of education professionals in the area of Psychopedagogy and Inclusive Education.

- To collaborate during the semester with the chosen institution and its professionals in carrying out educational activities, if requested, learning to work as a team.

- To periodically analyze, in a critical way, the situations observed, in light of the educational intentionality of actions for different audiences, in the area of Psychopedagogy and Inclusive Education.

- To outline enlightned proposals for professional intervention in the area of Psychopedagogy and Inclusive Education.

- Learn to prepare a reflective report on the activities of observation and/or intervention.     

Work Placement(s)

No

Syllabus

The organization of observation and/or intervention activities in the host institutions should be based on content and guiding principles, which are discussed in the weekly monitoring and supervision seminar. The programmatic topics cover more specifically:

-From Didactic Magna to the Incheon Declaration: conceptions and practices of 'teaching everything to everyone'.

-Barriers to inclusion in an educational context.

-Planning of inclusive educational strategies and resources.

-Teacher training to promote including education.

Assessment Methods

Assessment
Final Report of OII and Participation and work carried out in the classroom in the context of the Seminar : 100.0%

Bibliography

Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Education Policy, 6(1), 7-16.

Assembleia Geral das Nações Unidas (2006). Convenção sobre os Direitos das Pessoas com Deficiência. Ministério Público de Portugal.

Global Education Monitoring Report Team (2020). Global education monitoring report, 2020: Inclusion and education: all means all. UNESCO.

Unesco (1998). Declaração de Salamanca sobre Princípios, Política e Práticas na Área das Necessidades Educativas Especiais, 1994. https://unesdoc.unesco.org/ark:/48223/pf0000139394

Unesco (2016). Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning.

Warnock, M. (1978). Special Educational Needs: Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. H.M.S.