Development, Learning, and Inclusive Education

Recommended Prerequisites

No prerequesites.

Teaching Methods

Content development will include both theoretical and empirical approaches. Lectures will be complemented with student work (research and essays). Practical strategies will include case study and problem solving.

Learning Outcomes

Understand the complexity and interdependence of development and learning processes, in light of the main psychological perspectives.

Understand adolescence, based on scientific knowledge from developmental and educational psychology.

Analyze the foundations of learning theories and their contributions to the organization and management of teaching.

Understand the concept of Inclusive Education and its impact.

Recognize the diversity and complexity of students' individual characteristics

Characterize psychoeducational intervention methods and techniques to promote inclusive education.

Explore the multi-level approach in inclusive education, within the framework of the inclusive school paradigm and support measures for learning and inclusion.

Develop skills that facilitate the establishment of the educational relationship and promote learning and development in young people.

Work Placement(s)

No

Syllabus

Introduction 

Key concepts, theoretical perspectives on development and learning processes

1. Development in adolescence and educational implications

1.1 Cognitive and socio-cognitive development

1.2 Psychosocial development

2. Teaching and learning processes and models

3. Conceptions and practices of Inclusive Education

3.1 Organization and national legislative framework

3.2 Diversity factors in schools: cognitive and learning profiles, neurodiversity, migration, ethnicity, gender, socioeconomic status, linguistic diversity. Comorbidity and intersectionality

3.3 Inclusive practices of pedagogical differentiation. Support measures for learning and inclusion (universal, selective, and additional. Adaptations in teaching methods, assessment, and technology. Universal Design for Learning and other multi-level approaches to diversity .

Head Lecturer(s)

Professor a Definir - Faculdade de Psicologia e de Ciências da Educação

Assessment Methods

Assessment
Resolution Problems: 10.0%
Synthesis work: 15.0%
Frequency: 75.0%

Bibliography

Comissão Europeia /EACEA/Eurydice (2023).Promover a diversidade e a inclusão nas escolas da Europa. Relatório EurydiceUnião Europeia

European Agency for Development in Special Needs EducatioN (2022).Profile for Inclusive Teacher Professional Learning Including all education professionals in teacher professional learning for inclusion.

Ministério da Educação (eds) (2018). Para uma educação inclusiva: Manual de apoio à prática. DGE

OECD (2023).Equity and Inclusion in Education: Finding Strength through Diversity. OECD Publishing

Oliveira, R., Bidarra, G., Vaz-Rebelo, P. Alferes, V. (2023).Attitudes and perceptions of teacher self-efficacy and collaborative practices in the context of inclusive education for students with special educational needs in Portuguese schools. European Journal of Special Education Needs

Sprinthall, N. & Collins, W. (2011).Psicologia do adolescente (5ª ed.) FCG

Veiga, F. H. (2018). O ensino na escola de hoje: Teoria, investigação e aplicação. Climepsi Editores.