Class Intervention in Inclusive Contexts

This course unit aims to provide training for support, intervention, and participation in the monitoring of the educational and inclusive process of learners with specific educational needs in the cognitive and motor domains, from early childhood intervention through basic schooling to the transition to post-school life. Trainees are expected to develop collaborative competences to participate in the definition of pedagogical differentiation strategies, the reinforcement of learning, and the implementation of inclusive pedagogical practices grounded in models such as the Multilevel Approach and Universal Design for Learning, with the ultimate goal of leaving no learner behind.

Not applicable

1. Competences of the Special Education Teacher in the cognitive and motor domain     1.1. Scenarios, contexts, and target groups of intervention     1.2. Collaborative work 2. Intervention in Basic Education     2.1. Intervention in school, family, and community contexts     2.2. Multidisciplinary teams and support measures     2.3. Intervention for inclusion, learning, and the holistic development of learners with cognitive and/or motor difficulties 3. Early Childhood Intervention     3.1. Family-centred intervention     3.2. Transdisciplinary teams and the operationalisation of Individual Early Intervention Plans     3.3. Transition processes between educational settings, homes, and childminders 4. Transition to Post-School Life     4.1. Development of life projects     4.2. Transdisciplinary teams and the operationalisation of Individual Transition Plans     4.3. Post-school transition processes

This course unit is of a theoretical-practical nature and comprises joint face-to-face teaching sessions and distance learning, using a range of digital platforms. An active learning methodology is adopted with the aim of fostering the development of (i) knowledge, (ii) intervention competences, and (iii) critical reflection competences in the field of special and inclusive education. The course is based on the presentation of practical cases in order to promote a methodological combination that integrates information delivery, guided discussion, critical analysis of bibliographic sources in asynchronous forums and digital narrative environments for in-depth exploration of the topics, as well as individual and group assignments.

Carvalho, L., Almeida, I. C., Felgueiras, I., Leitão, S., Boavida, J., Santos, P. C., Serrano, A., Brito, A. T., Lança, C., Pimentel, J., Grande, C., Brandão, T., & Franco, V. (2016). Práticas recomendadas em intervenção precoce na infância: Um guia para profissionais (2.ª ed.). Associação Nacional de Intervenção Precoce. 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. Ferreira, V., Lopes, A., & Martins, C. (2020). Transição para a vida pós-escolar de jovens com deficiência: O papel da orientação vocacional. Revista Portuguesa de Educação. Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield: CAST Professional Publishing. Consultado em agosto, 2024. http://udltheorypractice.cast.org