Psychology of Child with Special Educational Needs

Code:

LP500

Acronym:

PCN

Keywords
Classification	Keyword
OFICIAL	Psychology of Children Development and Education

Instance: 2005/2006 - A

Active?	Yes
Responsible unit:	Psychology
Institution Responsible:	Faculty of Psychology and Education Science

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LPSI	28	Plano oficial a partir de 2001/02	5	6	16	-

Objectives

Preparing psychologists-to-be to work with children with special educational needs, their parents, teachers and other education and rehabilitation staff.

Program

1. Concepts of special education and special educational needs
- Special education, special educational needs, integration and inclusion. Historical and legislative aspects. Trends and features of Portuguese reality.

2. Inclusion of children with special needs
- Integration models and levels. Mainstreaming - A Model (Wood, 1984, 1993): Assessing students; adapting the environment; adapting instruction; modifying lesson plans; managing the classroom; evaluating students in the mainstream.
- Curriculum-based assessment (Task analysis; direct instruction; precision teaching; instructional hierarchies). Individualized education plans.
- The inclusive school model - key practices and strategies: Multi-level instruction; professional development; school-based approach to problem resolution.
- The development of functional curricula for students with severe handicaps. Children with multiple disabilities in regular school. The transition from education to work.

3. Early intervention
- Early intervention theories and models.
- The family-centered approach. Individualized service plans for the family. Early intervention team approaches: the multi-, inter- and transdisciplinary model. Routine-based intervention.
- The arena transdisciplinary assessment model.
- The transdisciplinary play-based assessment and intervention model (Linder, 1990, 1993).
- The Portage home-based model of early intervention.

4. Special issues
- Learning disabilities: assessment and intervention strategies in reading, writing and mathematics.
- Hearing disabilities.
- The TEACCH model of assessment and intervention in autism.

Main Bibliography

- Ainscow, M., Porter, G., & Wang, M. (Eds.)(1997). Caminhos para as escolas inclusivas. Lisboa: Instituto de Inovação Educacional.
- Bailey, D.B., & Wolery, M. (1992). Teaching infants and preschoolers with disabilities. New York: Merrill Publishing Company.
- Bairrão, J., Felgueiras, I. et. al. (1998). Os alunos com necessidades educativas especiais. Subsídios para o sistema de educação. Lisboa: Ministério da Educação/ Conselho Nacional de Educação.
- Castro, S.L., & Gomes, I. (2000). Dificuldades de aprendizagem da língua materna. Lisboa: Universidade Aberta..
- Costa, A. M. B. et. al. (1996). Currículos funcionais. Lisboa: Instituto de Inovação Educacional.
- Leal, T. (1990). Contributos para o ensino-aprendizagem de conceitos matemáticos elementares. Estudo não publicado apresentado às Provas de Aptidão Pedagógica e Capacidade Científica, Faculdade de Psicologia e de Ciências da Educação, Universidade do Porto.
- Shonkoff, J.P. & Meisels, S. J. (Eds.) (2000). Handbook of early intervention. Cambridge: Cambridge University Press.
- Solity, J. & Bull, S. (1987). Special needs: Bridging the curriculum gap. Philadelphia: Open University Press.
- Vários (2003). Tendências actuais em intervenção precoce. Psicologia, 17 (1).
- Wood, J. (1984). Adapting instruction for the mainstream. A sequential approach to teaching. Columbus: Charles E. Merrill Publishing Company.

Complementary Bibliography

- Alves, R. A., & Castro, L. S. (2002). Linguagem e dislexia. In Dyslexia International-Tools and Technologies (Eds.). Choque linguístico: A dislexia nas várias culturas. Bruxelas: DITT.
- Associação Portage - Portugal (Ed.) (1994). Guia de pais para a educação precoce. Programa Portage de educação precoce. Associação Portage: Portugal.
- Guralnick, M. J. (Eds.)(2001). Early childhood inclusion. Focus on change. Baltimore: Paul H. Brookes Publishing Company.
- Linder, T. (1990). Transdisciplinary play-based assessment. A functional approach to working with young children. Baltimore: Paul H. Brookes Publishing Co.
- Linder, T. (1993). Transdisciplinary play-based intervention. Guidelines for developing a meaningful curriculum for young children. Baltimore: Paul H. Brookes Publishing Co.
- McGonigel, M.J., Kaufmann, R. K., & Johnson, B. H. (1991). Guidelines and recommended practices for the individualized family service plan. Bethesda: Association for the Care of Children's Health.
- Naeyc (1998). Learning to read and write: developmentally appropriate practice for young children. Washington, DC: Author.
- Porter, G., & Stone, J. (1997). The inclusive school model: a framework and key strategies for success. In J. Putnam (Ed.), Cooperative Learning and Strategies for Inclusion: Celebrating Diversity in the Classroom. Baltimore: P. H. Brookes Publishers.
- Stainback, W., & Stainback, S. (Eds.)(1995). Controversial issues confronting special education. Divergent perspectives. Boston: Allyn and Bacon.
- Wood, J. (1993). Mainstreaming. A practical approach for teachers. New York: MacMillan Publishing Company.

Teaching methods and learning activities

Number of hours per week: Theoretical - 2h/Practical - 2h