Overall objectives:

Identifying problems of Special Educational Needs Flag children and young people with Special Educational Needs Use assessment tools and referral Master the concepts underlying the Pedagogical Differentiation Determine potential and intra-individual needs Establish intervention processes in transdisciplinary Make adjustments and curricular adaptations for childrenwith Special Needs Evaluate risk factors, prevention and intervention with children and family Promoting reflection on the paradigm shift in the face of SEN in the family, school and society To give students knowledge that enable them to collaborate in the implementation of strategies and techniques from children / youth / adults with special educational needs; Recognize the benefits of school inclusion and be recognized as a facilitator of this process Make technical adjustments and technological Develop and adapt content and alternative material resources and facilitators of learning.

Syllabus:

The discipline of Special Educational Needs pretend to be a vehicle for reflection inclusive theme in order to raise awareness and disseminate the values of solidarity and equal opportunities, advocated the philosophy of inclusion and desired in the Salamanca Statement. The same focus on education and intervention for pupils with special educational needs in schools and their participation in the family and communities of origin. With the legal framework we want students to know and analyze in a critical and reflective way, the rules that guide the inclusion of children with special educational needs in mainstream education. We propose also to make known views that, combined with analysis of practices, with partnerships at different levels, inclusive of events and realities open horizons in the perspective of a future assertive action, contextualized, negotiated, based oriented, success all.

Literature/Sources:

regular. Lisboa: DEB  

Arends, Richard I.(1995). Aprender a Ensinar. Lisboa: Editora McGraw-Hill de Portugal. Lda.

Bairrão, J. (Coord.) (1998). Os alunos com necessidades educativas especiais.

 

Bairrão, J. & Almeida, I. C. (2003). Questões actuais em intervenção precoce. Psicologia, 17, 15-30.

 

Bautista, Rafael (1997), Necessidades Educativas Especiais, Dina Livro

 

 Berlo, David (1989). O Processo de Comunicação. S. Paulo: Martins Fontes.

Bradley, R., Danielson, L. & Hallahan, D. P. (Eds.) (2002). Identification of learning disabilities. Research to practice (pp. 791-804). Mahwah, NJ: Lawrence Erlbaum Associates.

 

Carita, A. (1992). A indisciplina na sala de aula ? como prevenir? Como remediar?. Lisboa: Editorial Presença.

 

Carita, A. (1999). O conflito na sala de aula: representações mobilizadas pelos professores. Análise psicológica, XVIII  (1), 79-95.

Castro, S. L. & Gomes, I. (2000). Dificuldades de aprendizagem da língua materna (pp. 124-150). Lisboa: Universidade Moderna.

 

Correia, L. M. (1997). Alunos com necessidades educativas especiais nas classes regulares. Porto: Porto Editora.

 

 

Correia, Luís Miranda e Ana Maria Serrano, Envolvimento Parental em Intervenção Precoce. Das práticas Centradas na Criança às Práticas Centradas na Família.

 

Correia, Luís Miranda, Alunos com Necessidades Educativas Especiais nas Classes Regulares

Correia. L. M. (2013). Inclusão e Necessidades Educativas Especiais. Porto: Porto Editora.

Correia. L. M. (2010). Educação Especial e Inclusão. Quem Disser Que Uma Sobrevive Sem a Outra Não está no Seu Perfeito Juízo. Porto: Porto Editora.

Correia. L. M. (2008). A Escola Contemporânea e a inclusão de alunos com NEE. Considerações para uma escola com sucesso. Porto: Porto Editora.

Correia. L. M. (2008). Dificuldades de Aprendizagem Específicas. Contributos para uma Definição Portuguesa. Porto: Porto Editora.

Correia. L. M. (2013). Inclusão e Necessidades Educativas Especiais. Porto: Porto Editora.

Assesssment methods and criteria:

Verbal exposition and clarification of concepts: -Reading and analyzing texts and legal regulations in force -Contact with schools and support services acting under the SEN -Reflection on the observation of practices on the field -Analysis of different diagnostic assessment tools, referral and laws -Applying curricular adjustments in typical cases of Special Needs The evaluation will take into account, in a formative line, the attitudes of ethical-professional nature (attendance and relevant participation of students). Include the periodic assessment to evaluate the extent to which learning objectives have been achieved. The adopted valuation model is the B of Regulation Assessment of Student Learning UMa. The approval means securing the positive classification 10/20, according to the evaluative unit and the specific weight of each of them, namely: Work: Single: 1 Frequencie (50%) Group:  Group work (40%). Frequency and participation (10%).