Special Educational Needs

N/A

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 an individual written test.

The curricular unit (CU) of Special Educational Needs aims to provide an overview to future teachers/educators 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 Educational 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.

Keywords: special educational needs; special education inclusion, learning problems, behavior problems, sensory problems, motor problems, cognitive problems; giftedness
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 (ADHD)
4.6.Learning problems: learning difficulties and learning disabilities

• - Exam - 100.0%

• - 2 tests and works to be defined at the beginning of the semester - 100.0%

NAO

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RODRIGUES, D. (2006). Investigação em Educação Inclusiva. Lisboa; Fundação Calouste Gulbenkian.