Recommended Prior Knowledge

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Objectives

-Analyse basic concepts related to motor skills in specific educational needs.

-Encourage reflection on motor skills in psychoeducational assessment tools with an impact on intervention strategies.

-Recognise the diversity and essential characteristics of different types of motor problems in specific educational needs.

-Interpret the school and the organisation of the curriculum in light of theoretical contributions and educational sciences in the area of specific educational needs.

-Identify specific educational needs, physical and motor limitations, and disadvantages in the context of students' social and educational development.

-Provide educators/teachers with a specialised and differentiated set of knowledge, techniques and materials, with a view to developing skills for the identification/assessment of specific educational needs in the physical and motor domain, as well as the use of intervention methods and practices.

Teaching Methods

The system, methods and techniques for assessment and functional classification set out in the syllabus will enable the functional profile of students with special educational needs to be determined and, consequently, contribute to the design and implementation of curricular changes and adaptations. The training model comprises theoretical sessions using multimedia. Theoretical-practical sessions in a real intervention and/or simulated context. Workshops, visits, bibliographic research and sessions for the assessment of students with specific educational needs. The e-learning platform and video observation are technological resources to be used to support training.

Internship(s)

Não

Syllabus

1. Specific educational needs in the motor domain (definitions, types, prevalence).

2. Specific educational needs and physical and motor disorders.

2.1- Cerebral palsy; 2.2- Spina bifida; 2.3- Myopathies; 2.4- Amputations

3. Curriculum and curriculum management in motor intervention.

3.1- Balancing

3.2- Lateralisation.

3.3- Body awareness.

3.4- Spatio-temporal structuring.

3.5- Gross motor skills

3.6- Fine motor skills.

3.7- Muscle tone

4.Educational responses to specific educational needs – responses relating to the school's educational project and curricular responses.

5.Adaptations to access the curriculum and adaptations of curriculum elements, specificities of the motor domain. 5.1- Somatic aspects. 5.2- Temporal deviations. 5.3- Respiratory control.

6. Adaptations of objectives, content and methodologies, examples in the motor domain.

7. Individual curricular adaptations (concept of adapted curriculum), examples in the motor domain.

Content Explanation

In detail characterize SEN focusing on the cognitive domain - which their diagnostic criteria, what degree, what the predisposing factors, which its prevalence, as it develops and evolves - is essential not only for the student to have an in-depth scientific knowledge of each of them, but above all, to know the implications of the cognitive deficits present in these clinical pictures have in learning.
By understanding the cognitive processes that are particularly affected can be on the ground, plan evaluation, select the methods and instruments to give indication of the performance levels of the child / young, analyze and fit the pattern of results and information collected, and decide on the further educational intervention process. Knowing methods and assessment tools in SNE focusing on cognitive domain is essential for the characterization of each case and subsequent intervention, so that this will be addressed as it characterizes each NEE study.
Reflect on the working methods when it acts within the NEE is particularly critical given the multidisciplinary character and inter-institutional collaborative teams in the assessment (and intervention) occurs (m) in this area.

Methodology Explanation

On the one hand, the interrogative method is important to introduce and generate interest in SEN to deepen, as well as to promote discussion and debate on the most controversial issues, it appeals to the active and critical participation of students. On the other hand, the expository method is central to the transmission of knowledge of SEN, their implications for learning, methods and assessment tools. Already the most dynamic methodologies that appeal more to the demonstration and action and consist of practical activities allow developing capacity planning of the evaluation process, selection methods and tools they will give indication of the child's performance levels / young analysis capabilities of the results and information gathered and development of skills that foster decision making based on later educational intervention process in the context of collaborative teams.

Responsible Lecturer(s)

Teresa Palmira Simões Baptista Teixeira de Figueiredo - 1.º Semester

Bibliography

Casal, J., Laranjeira, T., & Picado, L. (2019). The contributions of writing therapy among dyslexic students. American Research Journal of Humanities & Social Science, 2(7), 13-20.

Catalão, P., Casal, J., & Picado, L. (2019). Dyscalculia And development of sense of number: Implementation of an intervention program. Academic Journal of Psychological Studies, 8(2), 35-43.

Martins, G. d’O. (2017). Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO). Ministério da Educação/Direção-Geral da Educação. Disponível em https://dge.mec.pt/sites/default/files/Curriculo/Projeto_Autonomia_e_Flexibilidade/perfil_dos_alunos.pdf

Monteiro, R (Coord.) (2017). Estratégia Nacional de Educação para a Cidadania. Grupo de Trabalho de Educação para a Cidadania.

Zanini, G., Cemin, N. F., & Peralles, S. N. (2017). Paralisia cerebral: Causas e prevalências. Fisioterapia em Movimento, 22(3), 375-381.