2024
Inclusion and Special Needs Across the Lifespan
Name: Inclusion and Special Needs Across the Lifespan
Code: PSI13915L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Psychology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Presentation
A transversal perspective of the models of assessment and intervention in special needs, throught the light of psychology and psychomotricity.
Sustainable Development Goals
Learning Goals
Knowledge
1.To know and understand models of evaluation and intervention (education and training) in persons with special needs (SEN), in the light of psychology and psychomotricity.
2.Understanding the study of SEN and lifelong inclusion.
Competences
3. Demonstrate skills of critical analysis and understanding of the models studied, in different application contexts (preschool, school and post-school levels), scientifically based and based on psycho-pedagogical and psychomotor research evidence.
1.To know and understand models of evaluation and intervention (education and training) in persons with special needs (SEN), in the light of psychology and psychomotricity.
2.Understanding the study of SEN and lifelong inclusion.
Competences
3. Demonstrate skills of critical analysis and understanding of the models studied, in different application contexts (preschool, school and post-school levels), scientifically based and based on psycho-pedagogical and psychomotor research evidence.
Contents
1. INCLUSION AND SEN: THE PERSPECTIVE OF PSYCHOLOGY
1.1. Basic concepts: from the concept of disability to the concept of barriers to learning and participation
1.2. Models of intervention: from assistentialist models to biopsychosocial and functional models
2. LIFELONG INTERVENTION IN INCLUSIVE (EDUCATION AND TRAINING) AND SEN
2.1. Human rights, rights of persons with disabilities, and national and international legislation
2.2. Early intervention and inclusion
2.3. Inclusive school, multilevel approach and universal design for learning
2.4. Inclusion in post-school life, lifelong learning and citizenship
3. SEN EVALUATION IN IN LONG LIFE CYCLE
3.1. Identification of the need for measures to support learning and inclusion
3.2. Resources to support learning and inclusion
3.3. Collaborative work in the context of multidisciplinary teams, with the family and the community
3.3. Ethical and deontological aspects of evaluation
1.1. Basic concepts: from the concept of disability to the concept of barriers to learning and participation
1.2. Models of intervention: from assistentialist models to biopsychosocial and functional models
2. LIFELONG INTERVENTION IN INCLUSIVE (EDUCATION AND TRAINING) AND SEN
2.1. Human rights, rights of persons with disabilities, and national and international legislation
2.2. Early intervention and inclusion
2.3. Inclusive school, multilevel approach and universal design for learning
2.4. Inclusion in post-school life, lifelong learning and citizenship
3. SEN EVALUATION IN IN LONG LIFE CYCLE
3.1. Identification of the need for measures to support learning and inclusion
3.2. Resources to support learning and inclusion
3.3. Collaborative work in the context of multidisciplinary teams, with the family and the community
3.3. Ethical and deontological aspects of evaluation
Teaching Methods
Theoretical classes emphasize the presentation of the topics in the syllabus and its discussion. They also include conferences with invited experts. In the laboratorial practical classes, students work in groups applying theoretical knowledge and reflecting, through a diversity of activities: document analysis, focused discussion of specific topics, case studies, interviewing, etc. The tutorial support (OT) makes available individual and group support. At the Moodle platform, the documents that organize the activities and bibliographic references are available.
Continuous evaluation is based on two elements: a test (55% of final grade) and a group work, combining laboratorial practical activities and their out-of-class development (45%). In the evaluation system by final exam, the assessment consists of a written test composed of two parts, theoretical and laboratorial practical.
Continuous evaluation is based on two elements: a test (55% of final grade) and a group work, combining laboratorial practical activities and their out-of-class development (45%). In the evaluation system by final exam, the assessment consists of a written test composed of two parts, theoretical and laboratorial practical.
Teaching Staff
- Maria João Serrano Carapeto [responsible]
Certificações
