Overall objectives:

1 - Recognise the extent of the concept of disability;
2 - Analyse the evolution of the educational policy of children with special educational needs (SEN) in Portugal, as well as recognize the indicators that conditioned it;
3 - To know from the path of integration to the inclusion of students with SEN and the legislation that supports it;
4 - Develop skills to identify characteristics and needs of students with SEN;
5 - To know the pedagogical practices appropriate to the different SEN;
6 - Create an individual educational project that responds to the needs of students with SEN, brought by the invited experts who will participate in the seminars of the discipline;
7 - Designing appropriate assessment tools for different SEN.

Syllabus:

1 - Disability
2 - Disability, Society and Education: Historical Perspective
3 - Special Educational Needs
3.1 - Concept
3.2 - Law and Political-educational Frameworks
3.3 - Types of Special Educational Needs (SEN)
3.4 - Inclusion of Students with Special Educational Needs
4 - Mathematics Teaching for Students with Special Educational Needs (Blindness, Deafness, Hyperativity, Cerebral Palsy, Asperger's, Trisomy 21, etc.)
5 - Curriculum Restrictions and Limitations
6 - Adaptations and Curriculum Project
6.1 - Individual Educational Project
6.2 - Setting Objectives and Inclusion
6.3 - Assessment Forms for Students with SEN

Literature/Sources:

Costa, L. M. , 2013 , Inclusão e necessidades educativas especiais: um guia para professores e educadores , Porto Editora
Freeman, A. and Gray, H. , 1989 , Organizing special educational needs: a critical approach , London: Paul Chapman.
Madureira, I. P. e Leite, T. S. , 2003 , NEE , Lisboa: Universidade Aberta
Nielson, L. B. , 2000 , Necessidade Educativas Especiais na Sala de aula: Um guia para Professores , Porto Editora
Mesquita, M. H. F. P. , 2001 , Educação Especial em Portugal no último quarto do século XX , Universidad de Salamanca
Lerner, L. , 1997 , Learning disabilities: theories, diagnosis, and teaching strategies , New York: Houghton Mifflin Company
Valle, J. W. and Connor, D. J. , 2014 , Ressignificando a Deficiência: da abordagem social às práticas inclusivas na escola , McGrawHill Education
Harwell, J. M. , 1995 , Complete learning disabilities handbook: readuy-to-use teaching learning-handicapped students , New York: The Center for Applied Research in Education
Pereira, F. (coord.), Crespo, A., Trindade, A. R., Cosme, A., Croca, F., Breia, G., Franco, G., Azevedo, H., Fonseca, H., Micaelo, M., Reis, M. J., Saragoça, M. J., Carvalho, M. e Fernandes, R. , 2018 , Para uma Educação Inclusiva - Manual de apoio à prática , ME/DGE

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The classes include theoretical-practical moments, dedicated to the introduction, development or synthesis of the subjects studied, and others of a practical nature, carried out through seminars, with invited specialists and / or observation, analysis and discussion of cases (presented in videos). The assessment is continuous, with emphasis on the formative aspect of the assessment, allowing to integrate the different performances of the students, at different moments, in relation to different problems. For the assessment students should create an assessment tool and an activity to be used with a type of SEN. At the time of the resit period the grade obtained in the normal period can be recovered. Only students that obtain a final grade higher than or equal to 9.5 values pass the subject.