Class Curriculum, Assessment and Inclusion

This course is at the intersection of three very important areas of education: curriculum, assessment, and inclusion. Quality education is inclusive and equitable education, in accordance with SDG 4 and the main international reference documents. During the course, based on the main models and theoretical concepts of these three areas, we will seek to build reflective and critical thinking with students, taking into account their experiences and practices, which responds to the relevance of the knowledge and skills to be developed in this Postgraduate Course in Special Education and Inclusive Education.

Not applicable

1. Curriculum Design and Development Concepts 1.1. Curriculum Organization Models 1.2. Curriculum Development for Learning for All and Each Individual 2. Curriculum Concepts, Equity, and Inclusion 2.1. Curriculum Concept, Curriculum Autonomy, and Flexibility 2.2. Universal Design/Planning for Learning 2.3. Multilevel Approach and Response to Intervention 2.4. Curriculum Adaptations and Pedagogical Differentiations 2.6. Contributions of Special Education Teachers to Curriculum Development   3. Pedagogical Assessment 3.1. Assessment as part of the curriculum and curriculum development. 3.2. Pedagogical assessment models: diagnostic, formative, and summative assessment   4. Assessment of and for learning and support tools: 4.1. Comprehensive, procedural, relational, and personalized assessment. 4.2. Assessment as a collaborative and cooperative action 4.2. Collective construction of the RTP and PEI in the cognitive and motor domains.  

Based on the DUA, multiple forms of content presentation, student engagement, and forms of knowledge expression will be promoted. The defined objectives will be achieved through a dialogical presentation of the content, which will be presented in an expository manner and through active methods (group work, gamification, expressive methods, “world-cafe,” “fish-bowl,” among others) that allow for reflection on a situation or concept from different points of view. Teacher mediation should ensure a discussion based on the values of inclusion, equity, and social justice. The materials adopted throughout the CU will be made available on Moodle, as well as synchronous and asynchronous e-activities, such as participation in forums, discussion of texts, and viewing videos and webinars. Synchronous classes are held on Zoom.

A Cosme, A. (2018). Autonomia e Flexibilidade Curricular. Propostas e Estratégias de Ação. Porto Editora. Direção-Geral da Educação. (2018). Para uma educação inclusiva: Manual de apoio à prática. Ministério da Educação. Estrela, E., Lima, L. (2024). Towards a democratic curriculum: the narrative paradigm to achieve a state of viscosity. Curriculum Perspectives, 44, 155-165. https://doi.org/10.1007/s41297-024-00238-x Fernandes, D. (2021). Para uma Fundamentação e Melhoria das Práticas de Avaliação Pedagógica no Âmbito do Projeto MAIA (M. da E.-G. da Educação, Ed.). https://afc.dge.mec.pt/sites/default/files/2021-05/TextodeApoio1_Para%20uma%20Fundamentac%CC%A7a%CC%83o%20e%20Melhoria%20das%20Pra%CC%81ticas%20de%20Avaliac%CC%A7a%CC%83o%20Pedago%CC%81gica.pdf OECD (2021). Adapting Curriculum to Bridge Equity Gaps: Towards an Inclusive Curriculum. OECD Publishing. https://doi.org/10.1787/6b49e118-en.