Class Fundamentals of Special Education and Inclusive Education Inclusive Education

This CU focuses on the conceptual and legal foundations that frame Special Education and Inclusive Education, so that they can be interpreted in light of the socio-historical-philosophical context in which they are located and support the professional practices of future Special Education teachers. These are intended to enhance the learning and inclusion process of all children and students with specific educational needs and, in particular, students with cognitive and/or motor disorders, personality or conduct disorders, and multiple disabilities, taking into account that in the current legal framework, Education for all children and students must be inclusive and equitable, of quality and be lifelong.

-Fundamentals and practices of Special Education: Integration and Standardization;

-Theoretical frameworks of Inclusion;

-International and national documents guiding Inclusion (World Conference on SEN: Access and Quality, Salamanca, 1994; World Education Forum, Dakar, 2000; Lisbon Declaration, 2007; Global Conference on Inclusive Education, Salamanca, 2009; Incheon Declaration , 2015; International Forum on Inclusion and Equity in Education – Every student matters, Cali, 2019; Summary of the 2020 Global Education Monitoring Report – Inclusion and Education: All without exception);

-Legal framework for Inclusive Education (DL 54/18 and DL 55/18, of July 6th, Law 116/19, of September 13th);

-Skills profile of Special Education teachers from group 910;

-Universal Design for Learning.

Exhibition to introduce and/or systematize concepts;

Watching documentaries and discussing them;

Individual and group work on the topics to be addressed and addressed;

Problematization and reflection on professional situations presented by students.

Favoring active methodologies for the topics to be addressed, students will receive documents in advance to prepare the proposed work, which will be presented and discussed in the class group. Group work will be organized in pairs and according to some cooperative structures, so that students can experience strategies that allow them to understand the importance of diversity and, as such, facilitate inclusion.

Agran, M., Brown, F., Hughes, C. & Ryndak, D. (2014). Equity & Full Participation for Individuals with Severe Disabilities A Vision for the Future. Baltimore: Paul H. Brooks Publishing Co.

Leitão, F., A., R.; Silva, M., O., E. (2019). Inclusão de Pessoas com Necessidades Especiais ESTUDOS. Lisboa: Edições Universitárias Lusófonas.

Rodrigues, D. (2015). Equidade e Educação Inclusiva (2ª edição). Porto: PROFEDIÇÕES, Lda.

Silva, M, O. E. (2009). Da Exclusão à Inclusão: Concepções e Práticas: Breve Perspectiva Histórica. Revista Lusófona de Educação, 13, 135-153.

Silva, M. O. E. (2019). Gestão das Aprendizagens na sala de aula inclusiva. Lisboa: Edições Universitárias Lusófonas.

UNESCO. (2020). Resumo do Relatório de Monitorização Global da Educação 2020- Inclusão e educação: Todos, sem exceção. UNESCO.