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General information

Code:
12302
Main Scientific area:
  • Education
Regime:
Half-yearly
ECTS:
5
Teaching type:
Presential
Language of instruction:
Portuguese
    Contact Hours
Autonomous work:
95  hours
Classes:
45  hours  -  Theory Practice

Objectives of education

The contents of this course unit focus on the characterisation of the inclusive system in terms of philosophy, on the specialised services of identification, planning, programming, and educational and family intervention as well as of transition, on the collaboration work and on the Portuguese legislation. In this sense, students are prepared for the development of skills relevant to the development of an appropriate and quality special education, particularly directed towards children with special needs and their families, as well as for teamwork in the context of the philosophy of inclusion, aspects that as a whole reflect the objectives of this course unit.

Key learning outcomes

- To demonstrate knowledge of the assumptions regarding inclusion that are key to the success of students with SEN;
- To recognise the importance of collaboration with regard to an inclusive education according to the needs of students with SEN;
- To recognise the heterogeneous nature of the school population, including students with SEN, based on their characteristics and needs;
- To develop effective educational responses based on the assumptions considered in the Response to Intervention Model;
- To value the importance of Special Education services in the education of children with SEN;
- To develop skills in order to be able to intervene, in collaboration with other education professionals and parents, in the development of individual educational programmes for children with SEN;
- To know the extent of the work to be performed with families with children with SN;
- To know different intervention strategies that improve communication between parents and professionals.

Program summary

1. Foundations on which Inclusive Education is built: Historical and current perspective; concepts; legislation; situation in Portugal.
2. Addressing children with SEN and their families: Current perspectives.
3. Concepts regarding Special Needs: Educational risk; giftedness; special educational needs.
4. The family with the child with SEN: Adjustment of the family to the needs of the child with SEN; family involvement in the education of the child with SEN.
5. Early intervention.
5.1. Theoretical, historical and organisational aspects of Early Intervention.
5.2. Interaction between parents and professionals: Intervention focused on the family.
6. Specialised support resources and services of Special Education
6.1. The child with SEN and society; life after school.

Essential bibliography

Hallahan, D., & Kauffman, J. (2019). Exceptional learner: Introduction to special education. Allyn and Bacon. 

Kron, M., Serrano, A., & Afonso, J. (Orgs.) (2014). Crescendo juntos: Passos para a inclusão no jardim de infância. Porto Editora.

McWilliam, R. (Ed.) (2012). Trabalhar com famílias de crianças com necessidades especiais. Porto Editora.

Ministério da Educação/Direção-Geral da Educação (2018). Para uma educação inclusiva: Manual de apoio à prática. Autor.

Odom, S. (2007). Alargando a roda: A inclusão de crianças com necessidades educativas especiais na educação pré-escolar. Porto Editora.

Teaching methods

The learning sessions involve a theoretical/practical component that includes expository moments, led by teachers, on theoretical and conceptual frameworks. During these moments teachers use tools such as powerpoint, prezi, Canva, voxvote, or TED-Edu to promote a better communication. Students are also encouraged to work collaboratively in pairs or in small groups, in activities related to research, analysis of specific cases, and watching and discussing videos.
In all these methodologies, reflection and problematization of the different contents that comprise the program of the course are privileged. The Blackboard platform is used as a resource for supporting texts and problem-solving or self-assessment tasks related to the contents taught in the different sessions that are previously and continuously updated in this platform and retrieved before and after the sessions.

Assessment methods

The evaluation process is directed by the ethical principles and essential values conveyed by UMinho and complies with the requirements expressed in the Academic Regulation. Assessment will be continuous and includes the accomplishment of two individual written tests, with equal weight of 50% each.
The final grade will result from the average of the grades obtained in the two tests. Students who have not attended at least 2/3 of classes, or those with a special status provided in the Academic Regulation will be subject to a continuous differentiated assessment.