Special Educational Needs

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The classes are theoretical and practical and will have the contribution of teachers and students.
The teacher: explanation of the contents of the program; stimulating practical activities illustrating
programmatic and reflective topics; orientation of students in research, construction and operation of various
materials; support in the realization of projects of the students’ work.
Students: Participation in active practice and reflection triggered in class; exhibition of essay assignments and
research, construction and operation of various materials.
If possible, there will be study visits.
The evaluation will fulfill the general regulation of ESEC. The continuous evaluation includes two written tests
and continued information elements (work performed, attendance, participation, involvement …) according to
the weights defined with the class at the beginning of the year. The evaluation by examination is done through
a written test.

The curricular unit (CU) of Special Educational Needs aims to provide an overview to future teachers of
children and young people requiring a different educational attention.
At the end oft this CU students must:
– Get to know and understand the current philosophy of educational and social inclusion of children with
special educational needs (SEN’s) as well as the fundamentals that justify them;
– Display attitudes consistent with existing forms of perspective the issue of education of children with SEN’s
in the spirit of collaboration with other professionals and close connection with the family;
– Mastering the key legal standards applicable to school inclusion of children / students in the Portuguese
education system;
– Being able to characterize the main frames of exceptionality covered in this discipline;
– Be able to plan and implement, critically and consciously, forms of education adjusted to these individuals.

1.Brief History of Special Education
2.From Integration to inclusion
2.1.Concept and fundamentals of Integration
2.2. Inclusion
2.2.1. The “Salamanca Statement” on principles, policies and practices in the area of special educational
needs; The “Madrid Declaration” and the claims of disabled citizens.
3.Legal documents of support to the work of school integration of pupils with SEN.
4.Some disturbances and key features; intervention processes
4.1.Sensory Problems
4.1.1Hearing impairment
4.1.2.Visual impairment
4.2.Motor problems
4.3.Intellectual disability
4.4.Giftedness
4.5.Behavior problems
4.5.1.The particular case of the hyperactive child
4.6. Learning difficulties and learning disabilities

Continuous evaluation:

Elements of continuous assessment - 25%

Written tests of individual nature - 75%

Assessment by exam:

Written exam - 100%

NAO