Class Seminars and Workshops

This CU addresses inclusive pedagogical intervention, conflict management and learning difficulties resulting from dyslexia, dysorthography and dysgraphia. It is an essentially practical CU, considering that students who attend this Master's degree develop their professional activity within the scope of Education, with students taking measures to support learning and inclusion, which are intended to be inclusive.

Not applicable

Research in Special Education and Inclusive Education: the viewpoint of an examiner. Selective and Additional Measures for Learning Support and Inclusion: a step-by-step approach to developing the RTP and the IEP. Intervention with young people receiving additional learning support and inclusion measures in the Transition to Post-School Life. Designing Research in Special Education and Inclusive Education: stages of a process. Intervention with pupils with Autism Spectrum Disorder, Level 3 support. Autism Spectrum Disorder: the siblings’ voice. Profile of the Special Education Teacher: everyday professional practice. Pedagogical-expressive intervention in inclusive education.

Methodologies to be implemented: -Exhibition by the teacher to introduce or systematize content. -Viewing of explanatory videos, from which students are invited to prepare a reflective work, taking into account the introduction of the content made by the teacher and the bibliography supporting the topic in question, previously sent. -Reading texts in advance on the topic of each class.

Ferreira, M. (2017). Guia para uma Pedagogia Diferenciada em Contexto de Sala de aula: Teoria, Práticas e Desafios. Lisboa: Coisas de Ler. Jackson, R., M. (2005). Curriculum Access for Students with Low-Incidence Disabilities: The Promise of Universal Design for Learning. Wakefield, MA: National Center on Accessing the General Curriculum. Consultado em janeiro de 2024: https://sde.ok.gov/sites/ok.gov.sde/files/LowIncidence.pdf Santos, N., & Mogarro, M. J. (2023). Se queremos práticas inclusivas poderemos continuar a conceptualizar a diferenciação pedagógica como medida? If we want inclusive practices can we continue to conceptualise pedagogical differentiation as a measure?. Revista Cocar, (19). Disponível em: https://periodicos.uepa.br/index.php/cocar/article/view/5815 Teles, P. (2004). Dislexia: Como identificar? Como Intervir? Revista Portuguesa de Clínica Geral; dezembro de 2004.