2024
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 planning and assessment of the learning. There will be available instruments for learning regulation, such as PIT and the Project Plan, and O.T. in group and/or individually. The Moodle platform, and the video will be used as resources.
The continuous assessment regime involves a learning portfolio, which content integrates differentiated tasks, to be negotiate, carried out autonomously, individually and in groups, (60%) and the communication to of one of the products of the portfolio, carried out in groups, based on a research project (40%).
The final assessment regime involves the construction of a portfolio, whose content focuses on all the contents of the UC program (100%)
Students will have the opportunity to participate, cooperatively, in planning and assessment of the learning. There will be available instruments for learning regulation, such as PIT and the Project Plan, and O.T. in group and/or individually. The Moodle platform, and the video will be used as resources.
The continuous assessment regime involves a learning portfolio, which content integrates differentiated tasks, to be negotiate, carried out autonomously, individually and in groups, (60%) and the communication to of one of the products of the portfolio, carried out in groups, based on a research project (40%).
The final assessment regime involves the construction of a portfolio, whose content focuses on all the contents of the UC program (100%)
Teaching Staff
- Ana Artur Marques [responsible]
Certificações
