Special Needs in Education

Code:

P701

Acronym:

NEE

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2014/2015 - 2S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	25	Official Curricular Structure	4	-	6	54	162
		Official Curricular Structure 2012	4	-	6	54	162
MTP	8	Official Curricular Structure	1	-	6	54	162

Teaching language

Portuguese

Objectives

1. To get to know theoretical models of disability in children and youths 2. To identify and to characterize Special Educational Needs (SEN) 3. To identify critical context dimensions for the inclusion of children and youths with SEN 4. To plan and to implement integrated intervention strategies that respond to children and youths with SEN 5. To be able to collaborate with children and youths with SEN, with their families, other education and rehabilitation professionals and with the community in order to organize the support to SEN

Learning outcomes and competences

1. To get to know theoretical models of disability in children and youths

2. To identify and to characterize Special Educational Needs (SEN)

3. To identify critical context dimensions for the inclusion of children and youths with SEN

4. To plan and to implement integrated intervention strategies that respond to children and youths with SEN

5. To be able to collaborate with children and youths with SEN, with their families, other education and rehabilitation professionals and with the community in order to organize the support to SEN

Working method

Presencial

Program

I Concepts, legislation and services 1. Special Educational Needs (SEN). Integration and inclusion. Disability, functioning and participation. 2. Organization of provision to SEN students in Portugal. The Classification of Functioning, Disability, and Health (ICF). II Assessment and intervention models in SEN 1. Curriculum-based assessment. Transdisciplinary approaches in assessment and intervention. 2. Designing inclusive environments for young children with Special Needs. Instructional strategies for young children with Special Needs. Routine-based assessment and intervention procedures.. 3. Designing environments and adapting teaching in inclusive schools and classrooms. Multi-level instruction. 4. Functional curricula in the education of children and youths with severe intellectual disabilities. Transition and preparation to active life. III Special Issues: Early intervention. Learning disabilities. Visual and hearing impairment. The autistic spectrum. Multiple disabilities.

Mandatory literature

Wood Judy W.; Adapting instruction for the mainstream. ISBN: 0-675-20129-2
Guralnick Michael J. ed.; Early childhood inclusion. ISBN: ISBN 1-55766-491-9
Bairrão Joaquim 070; Os^alunos com necessidades educativas especiais. ISBN: 972-8360-06-1
Bauer, A. M., & Kroeger, S.; Inclusive classrooms., Pearson Education, 2004
Costa, A. M. B., et al; Currículos funcionais, Instituto de Inovação Educacional. , 1996
Odom, S. L.; Alargando a roda. A inclusão de crianças com necessidades educativas especiais na educação pré-escolar. , Porto Editora, 2007
Hosp, M. K., Hosp, J. L., & Howell, K. W.; The ABCs of CBM: A practical guide to curriculum-based measurement. A practical guide to curriculum-based measurement. , The Guilford Press, 2007
Roldão Maria do Céu; Diferenciação curricular revisitada. ISBN: 972-0-34817-8

Complementary Bibliography

Ainscow Mel; Caminhos para as escolas inclusivas. ISBN: 972-8353-35-9
Leal Teresa Maria Pinto da Cruz Barreiros; Contributos para o ensino-aprendizagem de conceitos matemáticos elementares
Meisels Samuel J. ed. lit.; Handbook of early childhood intervention. ISBN: ISBN 0-521-38777-9
Bailey Donald B.; Teaching infants and preschoolers with disabilities. ISBN: ISBN 0-13-0266841
Wang Margaret C. 340; Handbook of special education. ISBN: 0-08-033383-4 (vol.1)

Comments from the literature

Additional references will be indicated in each summary.

Teaching methods and learning activities

To participate in the expository sessions prepared by the teacher and to read the bibliography. In the scope of the practical courses, case studies are analyzed in small groups and presented and discussed in the whole group; legal documents and observation records of students with SEN are analyzed; instruments are applied; specific procedures are trained; intervention plans are developed; visits to institutions are prepared.

keywords

Social sciences > Psychological sciences > Psychology > Educational psychology

Evaluation Type

Evaluation with final exam

Assessment Components

designation	Weight (%)
Exame	60,00
Participação presencial	0,00
Trabalho de campo	40,00
Total:	100,00

Eligibility for exams

Students must attend at least 75% of the classes. In small groups, they have to develop a study that intends to characterize and to analyze the delivery of services and the educational practices responding to specific SEN populations (e.g.: Multiple disabilities). This study is presented in a written report including a literature revision about the subject and a characterization of the implemented educational practices. The final classification is obtained by the sum of the report classification (40% weight) and the examination classification (60% weight).

Calculation formula of final grade

The final classification is obtained by the sum of the report classification (40% weight) and the examination classification (60% weight).

Special assessment (TE, DA, ...)

Students under special conditions should contact the responsible of the unit at the beginning of the semester.