Behaviour Problems and Inclusive Education

NA

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; analysis and resolution of cases according to the models discussed.

-know some explanatory hypotheses that could lead to the understanding  of the most common behavior problems exhibited by students at school;

-be able to identify and evaluate, objectively, the problem behaviors, quantifying the level and the pattern of dysfunctional behavior before and after the intervention;

-know to perspective the dynamics of the educational relationship as the confluence of cognitive, affective, motivational and situational aspects;

-be able to select, plan and implement, in a critical way, appropriated forms for each problem behavior that comes across him;

-Being better able to manage the dynamics of the educational activities in the context of school.

1. For an inclusive society:

1.2.Principles and key documents for the definition of inclusive policies.

1.2.Activities and educational practices to welcome and deal with diversity

2. Behavior problems; concept, classification and identification

3. Etiological factors of behavioral problems: variability of perspectives

4. Behavior problems: Implications and action measures in managing the classroom and in the “control” of the class

5.The model of cognitive behavior modification: principles and processes of action

-theoretical framework and basic principles

-observing and recording behavior

-analysis of variables, strategy definition and operationalization of interventions

-implementing processes

-evaluation of the effectiveness and choices to be made

6.The humanistic perspective on educational interaction: a complementary position to behavioral models

 7.Expectations and effectiveness of educational action

• - Prova escrita individual - 100.0%

• - test - 50.0%
• - test - 50.0%

NAO

ABREU-RODRIGUES, J.,  RODRIGUES, M. (org.) (2005) . Análise do comportamento: pesquisa, teoria e aplicação. Artmed. 

BLIN, J., GALLAIS-DEULOFEU, C. (2005). Classes difíceis: ferramentas para prevenir e administrar os problemas escolares.  Artmed. 

CAPUCHA, Luís (2017). Inclusão social. Dirigir e formar, 16 ,pp.4-8.

HALL, Philip S. ; HALL, Nancy D. (2008). Educar crianças com problemas de comportamento.  Porto Editora

LOPES, J. (2009). Comportamento, aprendizagem e “ensinagem” na ordem e desordem da sala de aula. Psiquilíbrios.

LOPES, J., RUTHERFORD, R. (2001). Problemas de comportamento na sala de aula: Identificação, avaliação e modificação. Porto Editora.

SEIXAS, S., Coelho, J., FISCHER, G-N. (2013). Bullies, victims and bully-victims. Educação Sociedade & Cuktura, 38, 53-7.

TOEWS, R., RAMALHO, V. (2013). Bully, um mauzão que gostava de magoar os seus colegas: um livro para crianças, pais e profissionais. Psiquilíbrios.

VAZ, J. Pimentel (1999). Indisciplina na sala de aula: enquadramento da problemática e estratégias de intervenção centradas no modelo comportamental. Coimbra: ESEC.