2025
Curriculum, Differentiation and Inclusion
Name: Curriculum, Differentiation and Inclusion
Code: PED14142M
9 ECTS
Duration: 15 weeks/234 hours
Scientific Area:
Education Sciences, Educação Especial
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
This UC is a scientific and pedagogical reference for the acquisition of knowledge and skills about the processes of the inclusive curriculum construction. It is a space for critical and in-depth reflection on the differentiated organization of teaching and learning, for all children.
Sustainable Development Goals
Learning Goals
1.To know trends on curriculum, its construction and management for inclusion
2.To know and analyze legal references for the inclusive curriculum construction
3. To know quality environments in several levels of education
4. Understand and promote the participation of students in learning
5. Understand diversity as a resource for learning
6. Know how to identify barriers for learning, mobilizing resources to overcome them
7. To know and to dynamize pedagogical strategies in classroom, promoting inclusive practices.
8 To know and argue scientific and pedagogically, intentions and teaching strategies, to support learning and inclusion
9. Attend to transitions between cycles by intervening appropriately
10 Understand the role of the EE teacher and enhance cooperation between professionals and families
11.Understanding teachers' conceptions, attitudes, and expectations as a key factor for inclusion
12.Argue and stimulate reflection on inclusion for the improvement of educational settings
2.To know and analyze legal references for the inclusive curriculum construction
3. To know quality environments in several levels of education
4. Understand and promote the participation of students in learning
5. Understand diversity as a resource for learning
6. Know how to identify barriers for learning, mobilizing resources to overcome them
7. To know and to dynamize pedagogical strategies in classroom, promoting inclusive practices.
8 To know and argue scientific and pedagogically, intentions and teaching strategies, to support learning and inclusion
9. Attend to transitions between cycles by intervening appropriately
10 Understand the role of the EE teacher and enhance cooperation between professionals and families
11.Understanding teachers' conceptions, attitudes, and expectations as a key factor for inclusion
12.Argue and stimulate reflection on inclusion for the improvement of educational settings
Contents
1 The curriculum as a social project and praxis
The curriculum management for inclusion
Legal documents for curriculum construction.
2. The quality of an inclusive educational environment
The organization of time, space, and class
The participation of children/students
Diversity as a value in inclusive practices
Resources for inclusion and barriers for learning and participation
3. Teaching and learning strategies focused on the heterogeneity of competences
Pedagogical Differentiation
Cooperative learning
Project based learning
The multi-level approach and the UDL
Mentoring
4. The operationalization of learning and inclusion support actions
The Individual Work Plan
The Pedagogical Technical Report
The Individual Education Program
The processes of transition between educational cycles
5. The teacher as an agent of change
Conceptions, attitudes, and expectations
The cooperative work between professionals
The role of the Special Education teacher
The curriculum management for inclusion
Legal documents for curriculum construction.
2. The quality of an inclusive educational environment
The organization of time, space, and class
The participation of children/students
Diversity as a value in inclusive practices
Resources for inclusion and barriers for learning and participation
3. Teaching and learning strategies focused on the heterogeneity of competences
Pedagogical Differentiation
Cooperative learning
Project based learning
The multi-level approach and the UDL
Mentoring
4. The operationalization of learning and inclusion support actions
The Individual Work Plan
The Pedagogical Technical Report
The Individual Education Program
The processes of transition between educational cycles
5. The teacher as an agent of change
Conceptions, attitudes, and expectations
The cooperative work between professionals
The role of the Special Education teacher
Teaching Methods
Dialogue, reflection of practices, analysis of cases and documents are encouraged. There will be times of exposition of the teacher and times that require previous autonomous work of students.
Students will have the opportunity to participate cooperatively in the planning and assessment of their learning. The teaching and learning process is mediated by assessment with a regulatory function, complemented by tools that foster learner autonomy and self-regulation (learning guides and assessment rubrics), as well as individual or group tutorial guidance. Moodle and video will be used as resources.
AI use Policy
The use of AI tools is permitted to support learning, research, and the organisation of information, provided that the student critically validates all information and retains human control over the content produced. The use of AI must always be declared and referenced, in accordance with the guidelines of the University of Évora (Order No. 34/2026).
Permitted Uses of AI
Students may use AI tools for the following purposes: research and organisational support; linguistic and stylistic support; analytical and brainstorming support; support in creating presentations based on content already produced by the student.
Non-permitted uses of AI
The following uses of AI tools are restricted and will be considered academic fraud, under Article 119 of the Academic Regulations of the University of Évora: the full generation of answers or assignments; the automatic solving of assessed exercises or problems; using AI to automatically complete tasks or solve problems that form part of the formal assessment of the course unit; producing texts and presenting them as original work; fabricating sources, data, or results.
It is mandatory to declare the use of AI in any work (written, audiovisual, oral presentation, etc.) submitted for assessment in the course unit. This declaration must specify the AI tool used and the specific purpose for which it was used. Whenever possible, the student should indicate the session identifier or provide a shared link to the interaction.
Bibliographic referencing: When AI generates direct content that is incorporated into the work, the citation must follow the bibliographic adopted in the relevant scientific area (for example, APA 7th edition). It is essential that the student takes responsibility for the accuracy of the data and validates the information using primary sources.
Students will have the opportunity to participate cooperatively in the planning and assessment of their learning. The teaching and learning process is mediated by assessment with a regulatory function, complemented by tools that foster learner autonomy and self-regulation (learning guides and assessment rubrics), as well as individual or group tutorial guidance. Moodle and video will be used as resources.
AI use Policy
The use of AI tools is permitted to support learning, research, and the organisation of information, provided that the student critically validates all information and retains human control over the content produced. The use of AI must always be declared and referenced, in accordance with the guidelines of the University of Évora (Order No. 34/2026).
Permitted Uses of AI
Students may use AI tools for the following purposes: research and organisational support; linguistic and stylistic support; analytical and brainstorming support; support in creating presentations based on content already produced by the student.
Non-permitted uses of AI
The following uses of AI tools are restricted and will be considered academic fraud, under Article 119 of the Academic Regulations of the University of Évora: the full generation of answers or assignments; the automatic solving of assessed exercises or problems; using AI to automatically complete tasks or solve problems that form part of the formal assessment of the course unit; producing texts and presenting them as original work; fabricating sources, data, or results.
It is mandatory to declare the use of AI in any work (written, audiovisual, oral presentation, etc.) submitted for assessment in the course unit. This declaration must specify the AI tool used and the specific purpose for which it was used. Whenever possible, the student should indicate the session identifier or provide a shared link to the interaction.
Bibliographic referencing: When AI generates direct content that is incorporated into the work, the citation must follow the bibliographic adopted in the relevant scientific area (for example, APA 7th edition). It is essential that the student takes responsibility for the accuracy of the data and validates the information using primary sources.
Assessment
The continuous assessment system includes the development of a learning portfolio, whose content comprises a range of differentiated tasks, to be agreed upon, carried out autonomously, individually and/or in groups (60%), as well as a presentation to the on the contents of the portfolio (40%).
The final assessment system includes the development of a portfolio whose content covers all the syllabus content of the course unit (100%).
The final assessment system includes the development of a portfolio whose content covers all the syllabus content of the course unit (100%).
Teaching Staff
- Ana Artur Marques [responsible]
Accreditations and Certifications
