Differentiated Education and Health

The teaching procedures include theoretical and practical lessons developed with active and interactive methodologies. That includes analysis of articles and discussion of scientific texts, examination of programs and projects, watching films/documentaries.
Assessment will consist of examination of written work (50%) and an oral presentation (50%).

At the end of the unit the student should be able to:
1. Understand the for health education to be differentiated;
2. Be aware of education for sustainable and plural attitudes regarding health;
3. Understand the concepts of Special Education Needs, inclusive education, and health education and integrated;
4. Notice the evidence of stock-based health education and health measures and polices and educational approaches, in particular peer education;
5. Analyze recognize the characteristics, needs an potential of diverse and at risk/vulnerable populations, namely those with special needs, in order to develop projects and activities for people with special needs:
6. Conceive and manage non-formal educational and inclusive programs with individuals/groups/communities an integrate an collaborative way.

1. Health in a perspective of inclusion and sustainability:
– Holistic, inclusive and sustainable view of health;
– Promoting health in a inclusive. holistic and sustainable way.
2. Health and Education:
– Synergies between the Education and Health;
– Health education and social well-being;
– Models of disability, health promotion and prevention of secondary conditions;
– Health, Special Educational Needs (SEN) and Inclusive Education;
3. Differentiated Pedagogies for Health:
– Inclusive and differentiated pedagogies;
– Methods and strategies in inclusive health education;
– Needs and educational potential of vulnerable groups and people with special needs;
– Design and management of educational programs and projects for the health and well-being.

NAO

Bonito, J. (coord.) (2008). Educação para a saúde no seculo XXI. Teorias, modelos e práticas. Évora: Centro de Investigação em Educação e Psicologia, Universidade de Évora;

Glen G. Gilbert, Robin G. Sawyer, Elisa Beth McNeill. (2024). Health Education: Creating Strategies for School & Community Health, 4^th Edition. Publisher: Jones & Bartlett Learning; ISBN-13: 978-1449698546;

James F. McKenzie, Brad L. Neiger, Rosemary Thackeray. (2012). Planning, Implementing & Evaluating Health Promotion Programs: A Primer (6^th Edition). Publisher: Benjamin Cummings. ISBN-13: 978-0321788504;

Raúl Choque Larrauri (Diciembre, 2005). Comunicación y educacion para la promocion de la salud. http://www.razonypalabra.org.mx/libros/libros/comyedusalud.pdf

UNESCO (2010). Module 8 – Health Education In “Teaching and Learning for sustainable development”. http://www.unesco.org/education/tlsf/docs/tlsf_doclist.html