-
Presentation
Presentation
Communication is a fundamental right and the basis for human development. In the context of Inclusive Education, it is essential to understand and apply Augmentative Communication Systems (ACS) to ensure that all children and young people can fully express themselves and interact with the world around them. In this CU, trainee professionals will have the opportunity to explore innovative communication tools and systems, developing essential skills to support individuals with specific communication needs. The approach combines theory and practice, allowing trainee teachers to build in-depth knowledge about the conceptualisation, characterisation and application of ACS in different educational and social contexts.
-
Class from course
Class from course
-
Degree | Semesters | ECTS
Degree | Semesters | ECTS
| Semestral | 6
-
Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
-
Code
Code
ULP7128-22235
-
Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
-
Professional Internship
Professional Internship
Não
-
Syllabus
Syllabus
Organization of structured documents, APA guidelines, searching academic databases and technical data sheets for assistive technology products. Fundamentals of communication: theoretical models, functional and symbolic communication, differences in communication, language development. Nonverbal communication and AC: facial and body expressions, gestures, communication systems and strategies, and assistive devices. Assessment of the effectiveness of ACS and decision-making based on scientific and pedagogical evidence: naturalistic observation, inventories, ecological assessment, and communication barriers; social and educational impacts ofACS. Strategic planning: management of educational resources for ACS implementation, communicative facilitation, routines, task adaptation, and (co)construction of meaning; mediation among stakeholders to foster collaborative communication; parent training; and the potential and challenges of artificial intelligence in AAC.
-
Objectives
Objectives
Specialized Pedagogical Knowledge: theoretical and methodological foundations of augmentative communication, including innovative pedagogical approaches and inclusive and equitable practices. Educational Assessment: techniques and tools for assessing communication skills and the impact of AAC on learning and development. Strategic Planning: structuring intervention plans based on the specific needs of each student and on scientific and pedagogical evidence. Collaborative Work: working as part of a multidisciplinary team, collaborating with educators, therapists, families, and other professionals to promote efficient management of resources and pedagogical objectives. Interpersonal relationships and advocacy: understanding and respecting the emotions and rights of students with specific needs, while humanizing their life contexts. Technology: deepening knowledge of tools and technologies for augmentative communication and for writing academic papers.
-
Teaching methodologies
Teaching methodologies
This course adopts an active, participatory, and inclusive approach, promoting meaningful engagement and the development of skills for educational practice. The methodology emphasizes active, self-directed, and collaborative learning, with students taking the lead. Classes will be hybrid, combining in-person and synchronous online sessions. The model incorporates the flipped classroom, problem-based learning, and experimentation. Participation is encouraged through collaborative activities such as debates, forums, workshops, case studies, problem-solving, labs, and prototyping. Multimodal resources and assistive technologies will be used to accommodate diversity. Asynchronous components include reading, videos, and theoretical and practical assignments.
-
References
References
Beukelman, D., & Light, J. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th ed.). Paul H. Brookes. ISBN do eBook 9781681253046. Light, J., & McNaughton, D. (2014). Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication? Augmentative and Alternative Communication, 30(1), 1-18. Soto, G., & Zangari, C. (2009). Practically speaking: Language, literacy, and academic development for AAC users. Paul H. Brookes. Canossa Dias, J., Mineiro, A., & Damen, S.. (2020). Atypical Interpersonal Communication: Looking for and through a Different Lens. Philosophy Study, December 2020, Vol. 10, No. 12, 770-794. American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.
-
Assessment
Assessment
Esta UC será avaliada através da realização de um trabalho escrito e da sua apresentação oral. Este trabalho deverá ser elaborado por um grupo de alunos que se manterá durante toda a UC. Haverá momentos nas diferentes aulas dedicados a preparar partes deste trabalho e em discutir a evolução do mesmo, sendo a apresentação oral realizada na última aula.
Descrição
Data limite
Ponderação
Trabalho Escrito submetido no Moodle 27-11-2026 30%
Apresentação oral do trabalho com demonstração do uso material construído 05-12-2026 70%
(...)
O trabalho escrito deverá ser constituido por 10 a 15 páginas excluindo a bibliografia, os apêndices e anexos, e deverá integrar: Capa e folha de rosto, Introdução, Caracterização do Aluno, Avaliação do Aluno, Apresentação do Material e Estratégias de de Implementação e Monitorização, Conclusão, Referências Bibliográficas, Apêndices e Anexos. Deverão ser cumpridas as normas APA 7.ª edição, publicadas no Moodle, em Recursos Gerais.
A apresentação oral do trabalho terá a duração de cerca de 30 minutos com 15 minutos adicionais para discussão. A avaliação desta componente de avaliação terá em consideração a clareza da apresentação da informação, a explicitação da relação entre o conhecimento teórico descrito e a aplicação prática do mesmo ao desenvolvimento e apresnetação do material, a criatividade do material proposto. Todos os alunos do grupo deverão participar na apresentação oral.
Ferramentas de Inteligência Artificial gerativa poderão ser usadas na criação do material a usar. Na caracterização do aluno e descrição da avaliação o uso de ferramentas de IA deve ser limitado. O uso de ferramentas de IA deve ser indicado no trabalho escrito, conforme descrito no documento "FAQ - Uso de Inteligência Artificial - estudantes ", disponibilizado no Moodle, em Recursos Gerais.
Para a avaliação contínua, a frequência às aulas é obrigatória e o número máximo de faltas corresponde a 30% (o que corresponde a aproximadamente 8h).
A avaliação por exame, teste escrito individual e presencial, consiste numa ponderação de 100%.
-
Mobility
Mobility
No
