Overall objectives:

1 - Apprehend, from the point of critical and updated perspective, the concepts of inclusion and social reintegration;
2 - Identify, in the contemporary world, initiatives, efforts and dynamics that are evident as facilitators of tackling inequality and segregation;
3 - Recognize and analyse existing policies of inclusion and social integration at regional, national and international level;
4 - Meet pioneers and institutions concerned to promote inclusion, social reintegration and the target audience;
5 - Examine the multiple situations of poverty and social inequality as determinants in the process of social exclusion;
6 - Understand the underlying concepts and absolute poverty, relative poverty and subjective poverty circumstances;
7 - Linking the Human Development Index with the main factors of ecological, economic and social development;
8 - Establish cause-effect relationship between the political-legal, socio-cultural, natural and historical factors and social exclusion of minorities.

Syllabus:

1 - Exclusion areas
2 - Agents and areas of poverty
3 - Absolute, relative and subjective poverty
4 - Scenarios, continuities and social disruption
5 - Global paradigms and dynamic intervention
6 - Inclusion by Economy
7 - Trends and uncertainties in the global economy
8 - Enterprise Integration and Social Entrepreneurship
9 - Inclusion and the New Urbanism
10 - Dynamics, conflict and exclusion by territory
11 - Strategies and models of intervention geared to inclusion and reintegration
12 - Inclusion by Education
13 - Schools in Transition Processes and Active Life
14 - Learning Lifelong
15 - Centered success in artistic expressions/sport
16 - The Scope of Justice in Welfare
17 - Deviation, standard and social stigma
18 - Integration and reintegration of offenders
19 - Systems of institutionalization and rehabilitation in prison
20 - Organizations and Resources for Inclusion and Social Reintegration
21 - Public services
22 - Charitable Institutions
23 - Non-Governmental Organizations
24 - Legislation, Declarations, Recommendations

Literature/Sources:

Ainscow, M., Porter, G. , Wang, M. , 1997 , Caminhos para escolas inclusivas , Lisboa: Instituto de Inovação Educaciona
Ainscow, M. , 1998 , Necessidades especiais na sala de aula , Lisboa: Instituto de Inovação Educaciona
Bautista, R. , 1997 , Necessidades Educativas Especiais , Dina Livro
Correia, L. M. & Serrano, A. , 1999 , Envolvimento Parental em Intervenção Precoce , Porto Editora
Correia, L. M. , 2011 , Alunos com Necessidades Educativas Especiais nas Classes Regulares , Porto Editora
Correia, L. M. , 2013 , Inclusão e Necessidades Educativas Especiais , Porto Editora
Cruz, V. , 1999 , Dificuldades de aprendizagem - fundamentos , Porto Editora
Portugal, ME , 2008 , Decreto Lei 3/2008 , ME
RAM, SREC , 2009 , Decreto Legislativo Regional 33/2009 , SREC
Dias, C. J. , 1999 , A Problemática da relação Família /Escola e a criança com NEES , SNR
Lobo Antunes, N. , 2009 , Mal-entendidos , Lisboa: Verso de Kapa
Lobo Antunes, N. & Rodrigues, A. , 2014 , Mais forte do que eu , Lisboa: Lua de Papel
RAM, SRE , 2013 , 50 anos - percursos com história , SRE
Rodrigues, D. , 2013 , Equidade e educação inclusiva , Porto: Profedições
Rodrigues, D. , 2918 , Opinião. Uma ética inclusiva. Opinião. In D. Rodrigues. Ensaios sobre Educação Inclusiva , Almada: Edições Pró-Inclusão
Morgado, J. C. , 2013 , O professor como decisor curricular: de ortodoxo a cosmopolita , s/ed
Cosme, A. & Trindade, R. , 2018 , A construção de escolas culturalmente significativas como condição da afirmação de escolas mais inclusivas , s(ed
Council for Exceptional Children , 2004 , Definition of a well-prepared special education teacher , CEC Board of Directors, USA

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
Oral presentation and clarification of key concepts Reading and analyzing texts Reflection on case-type Contact with entities reintegration Reflection on the observation of practices The evaluation will take into account, a training perspective, namely the attitudes of ethical-professional nature (attendance and meaningful participation of students). Include the periodic evaluation as a way to confirm the extent to which learning objectives have been achieved. The evaluation model adopted is the B of Regulation Assessment of Student Learning UMa. The approval passes Positive 10/20 for obtaining the classification according to the evaluative unit and the specific weight of each of them, namely: individual works Two frequencies (40% each) Group work (20%) Preparation of a reflective portfolio on fieldwork undertaken by students in context (10%) and presented orally (10%) by all group members.