Recommended Prior Knowledge

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Objectives

The CU aims to develop a set of attitudes, knowledge and skills that contribute to intentional, informed, judicious and detailed intervention with children/young people, focusing on the cognitive domain. At the end of the CU, the trainee will be able to: a) Recognise the commitment to inclusion and the methodological options of the multilevel approach and Universal Design for Learning as indispensable to Inclusive Education; b) Describe, select and justify measures to support learning and inclusion; c) Describe models, strategies and intervention programmes within the scope of the specific profiles studied in the course unit Assessment of Special Educational Needs in the Cognitive Domain; d) Develop intervention plans for children/young people and their significant contexts; d) Recognise the value and importance of the work carried out in the context of the Multidisciplinary Team for Support to Inclusive Education (EMAEI).

Teaching Methods

The course uses active methodologies, encouraging critical and reflective participation by students. During class time, collaborative activities such as questioning, shared concept maps, think-pair-share, brainstorming and idea murals are promoted, as well as individual activities such as keeping logbooks. In independent work, trainees watch videos, films or documentaries, analyse documents, systematise ideas, submit records and develop cross-cutting skills such as critical and creative thinking, problem solving, metacognition, self-regulation and information analysis.

Internship(s)

Não

Syllabus

1. Commitment to inclusion and methodological options: Multilevel approach and Universal Design for Learning

2. Measures to support learning and inclusion

3. Models, strategies and intervention programmes for specific profiles with a focus on the cognitive domain (these and others considered relevant and appropriate for the group in question): intellectual disabilities, autism spectrum disorder, attention deficit hyperactivity disorder, specific learning disorders (in reading, writing, mathematics), giftedness and high abilities.

Content Explanation

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Methodology Explanation

Responsible Lecturer(s)

Gina Cláudia Enguiça Marques Pereira de Lemos - 2.º Semester

Bibliography

Alves, I., Pinto, P. C., Pinto, T. J. (2020). Developing inclusive education in Portugal: Evidence and challenges. Prospects, 49, 281-296. https://doi.org/10.1007/s11125-020-09504-y

Antunes, R. (2021). Hiperatividade e défice de atenção: Da teoria à prática. Livros Horizonte.

Kauffman, J. M. (2020). On educational inclusion: Meanings, history, issues and international perspectives. Routledge.

Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education: Using evidence-based techniques. Routledge. https://doi.org/10.4324/9780429401923

Schuelka, M. J., Johnstone, C. J., Thomas, G., & Artiles, A. J. (2019). The SAGE handbook of inclusion and diversity in education. Sage Publishing.