Necessidades Educativas Específicas

This CU will prioritize strategies and activities such as: Directed readings of texts and images, debates, case studies, work in small groups,
role-playing activities and communication exercises that address different scenarios and needs, with a view to collaboration and effective
communication in the arguments and proposals presented. It is worth noting that, based on student feedback and assessment results,
methodological adjustments that are considered appropriate will be made. Finally, the integration of technological tools that motivate and
facilitate student learning is foreseen.

At the end of the UC, the student must have acquired the necessary skills to:
1. Understand the structure and functions of human, organizational and community resources to support learning and inclusion, from the
perspective of special education.
2. Understand the characteristics of children/students with Specific Educational Needs.
3. Adapt intervention methodologies and strategies according to the specific educational potential and needs of children/students and their
families.
4. Understand the role of the regular education teacher, the special education teacher and the family with regard to measures, curricular
adjustments and adaptations and reports and plans to be implemented.
5. Select some tools and technologies to facilitate learning and communication for students with Specific Educational Needs.

1. Organizational structure of Special Education from the perspective of educational inclusion (Human, organizational and community
resources).
2. Universal Design for Learning (UDL) and Multilevel Approach (universal, selective and additional measures).
3. Curricular adjustments, curricular adaptations, Individual Educational Plan (PEI), Technical-Pedagogical Report (RTP) and Individual
Transition Plan (PIT).
4. The family of a child with a disability: rights and stages from initial shock to acceptance.
5. Different conditions of children/students with different SEN and respective differentiation and intervention strategies: 6. Technologies and
support products to facilitate the learning and communication of children/students.
7. Collaborative teaching and cooperative teaching: differences and complementarities.

• - Attendance and Participation - 30.0%
• - Mini Tests - 35.0%
• - Individual and/or Group Work - 35.0%

• - Exam - 100.0%

NAO