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.

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1. Socio-historical dimensions of Education, Special Education, and Inclusive Education. 2. International frameworks: Universal Declaration of Human Rights (1948), Convention on the Rights of the Child (1989), Salamanca Statement (1994), Convention on the Rights of Persons with Disabilities (2006), Lisbon and Incheon Declarations and SDG4 (2015), Cali Forum (2019) and Dakar Forum (2000), UNESCO Reports of 2019 (Handbook on Ensuring Inclusion and Equity in Education) and 2023 (Reimagining Our Futures Together). 3. National legal framework: Constitution of the Portuguese Republic (1976) PASEO – Students’ Profile upon Completion of Compulsory Schooling (2017) Decree-Law 54/2018 (as amended by Law No. 116/2019) Towards Inclusive Education: Practice Support Manual (2018). 4. Educational principles and values. 5. Competences of professionals and Special Education teachers in the cognitive and motor domains.

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. Prioritising active methodologies for the themes under discussion, students will analyse documents and post their reflections in the dedicated forums. Working in research groups, they will produce a text on the Fundamentals of Special Education and Inclusive Education, following the guidelines provided on the Moodle platform. The group project will be presented orally at the end of the course unit.

Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7?16. Decreto-Lei n.º 54/2018, de 6 de julho. Estabelece o regime jurídico da educação inclusiva. Diário da República. (Consolidado pela Lei n.º 116/2019, de 13 de setembro). Lima-Rodrigues, L. & Rodrigues, D. (2024). Políticas públicas e formação continuada de professores para a educação inclusiva: relatório da investigação. ALANA. Rodrigues, D. (2015). Equidade e Educação Inclusiva (2ª edição). PROFEDIÇÕES. UNESCO (2019). Manual para garantir inclusão e equidade na educação. UNESCO. Martins, G. (2017). Perfil dos Alunos à Saída da Escolaridade Obrigatória. DGE.