-
Presentation
Presentation
All national and international recommendations on specialized training point to the idea that all future teachers, must learn to cope with growing heterogeneity of the school population.
Indeed, inclusive education is about responding to diversity, about the process of promoting the participation of all peoples, within the curricula of mainstream school.
Inclusive education is not about "special" teachers meeting the needs of "special" students in ordinary school. It is not merely about placing disabled pupils in classroom with their nom-disabled peers. It is about how we educate pupils, about learning to live one another, in all social contexts.
This Unit involves specialized teachers learning to respect differences, to understand issues of equality, equity, cooperation, it involves the ability to promote pedagogical differentiation, adaptations and curricular modifications that respond to the specific needs of all students.
-
Class from course
Class from course
-
Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 5
-
Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
-
Code
Code
ULHT456-22232
-
Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
-
Professional Internship
Professional Internship
Não
-
Syllabus
Syllabus
A) Conceptual dimension
Learning and diversity
Cooperative learning and inclusion
Theoretical bases of pedagogical differentiation and cooperative learning
Perspective of social interdependence (Lewin, Deutch, Johnson)
Constructivist and socio-constructivist perspective (Piaget, Vygotsky)
Behavioral social perspective (Skinner, Bandura, Slavin)
Ecological transition, interactive reciprocity and balance of powers
Conflict management and social learning contexts.
B) Methodological dimension
Cooperative structures and curriculum modifications and alterations. Structural dimension and content dimension
Planning and organization of cooperative activities of counseling and pedagogical differentiation.
Planning and organization of cooperative activities
Evaluation, process evaluation and product evaluation
Evaluation, positive interdependence and individual responsibility
Inclusion, heterogeneity, cooperative learning and conflict resolution
Inclusive school as a positive conflict management organization.
-
Objectives
Objectives
- Explain the conceptual frameworks referring to inclusion, differentiation and curricular adaptations.
- To master the application of cooperative learning techniques.
- Show and promote a positive attitude towards difference, enhancing the development of inclusive educational practices.
- Highlight skills inherent to the management of learning strategies that facilitate the learning of students with SEN.
- Implement counseling and pedagogical differentiation techniques in different contexts.
- Find, in the context of social support networks, the most appropriate responses to students with motor and cognitive needs, having as reference the current legislation.
- Plan learning activities in a school context, supporting teachers in the introduction of curricular adaptations that best respond to students with cognitive or motor problems.
-Develop intervention plans and programs bearing in mind the multidisciplinary and transdisciplinary organization of services.
-
Teaching methodologies and assessment
Teaching methodologies and assessment
In the Unit, cooperative learning methodologies are fundamentally used.
-
References
References
Leitão, F. (2023). Os conflitos em contexto escolar. Lisboa: Edições Universitárias Lusófonas.
Leitão, F., R.; Silva, M., O., E. (2019). Inclusão de Pessoas com Necessidades Especiais ESTUDOS. Lisboa: Edições Universitárias Lusófonas.
Barr, J. e Bracchitta, K. (2015). Attitudes Toward Individuals with Disabilities: The Effects of Contact with Different Disability Types. Curr Psychol, 34, 223–238.
Biglan, A. (2015). The Nurture effects. Oakland: New Harbinger Publications.
Flatt-Fultz, E.; Phillips, L. (2012). Empowerment training and direct support professionals’ attitudes about individuals with intellectual disabilities. Journal of Intellectual Disabilities, 16, 119 –125.
Leitão, F. (2010). Valores Educativos, Cooperação e Inclusão. Salamanca: Luso-Española de Ediciones.
-
Office Hours
Office Hours
-
Mobility
Mobility
No