Differentiated Education and Health

N/A

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

1. Health in a perspective of inclusion and sustainability
• Holistic, inclusive ad sustainable view of Health
• Promoting health in an inclusive, holistic and sustainable way
2. Health and Education
• Synergies between Education and Health
• Health education and social well-being
• Models of disability, health promotion and prevention of secondary conditions
• Health and inclusive education
3. Differentiated Health Education
• Inclusive and differentiated pedagogy
• 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

• - Oral Presentation - 50.0%
• - Individual and/or Group Work - 50.0%

NAO

Gilbert, G. G., Sawyer, R. G., and McNeill, E. B. (2014). Health Education: Creating Strategies for School & Community Health (4th Ed.) Jones & Bartlett Learning.
McKenzie, J. F., Neiger, B. L., and Thackeray, R. (2012). Planning, Implementing, & Evaluating Health Promotion Programs: A Primer (6th Ed.). Benjamin Cummings.
Raghupathi, V., & Raghupathi, W. (2020). The influence of education on health: An empirical assessment of OECD countries for the period 1995–2015. Archives of Public Health, 78(1), 1-18.
Sharma, M. (2021). Theoretical foundations of health education and health http://www.unesco.org/education/tlsf/docs/tlsf_doclist.html
WHO Regional Office for Europe (2019). Healthy, Prosperous Lives for All: Health Equity Status Report. Copenhagen. http://www.euro.who.int/en/healthtopics/health-determinants/social-determinants/health-equity-statupromotion. Jones & Bartlett Learning
World Health Organization. (2001). International Classification of Functioning, Disability and Health..