2025
Inclusive Education
Name: Inclusive Education
Code: PED15842M
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
1) To understand inclusive education from the perspective of human rights, equity and participation.
2) To know ethical, historical and sociological reasons for inclusive education.
3) Know, analyze and use national and international references on inclusive education.
4) To know the principles and application of Universal Design for Learning.
5) To know conceptions and practices of pedagogical differentiation.
6) To be able to analyze educational contexts, identifying barriers to participation, based on quality references.
7) To envision the transformation of educational contexts through the mobilization of resources to support inclusion.
8) To be able to argue and induce reflection on inclusive education in the context of the profession, in cooperation.
2) To know ethical, historical and sociological reasons for inclusive education.
3) Know, analyze and use national and international references on inclusive education.
4) To know the principles and application of Universal Design for Learning.
5) To know conceptions and practices of pedagogical differentiation.
6) To be able to analyze educational contexts, identifying barriers to participation, based on quality references.
7) To envision the transformation of educational contexts through the mobilization of resources to support inclusion.
8) To be able to argue and induce reflection on inclusive education in the context of the profession, in cooperation.
Contents
1. Foundations and principles of inclusive education.
2. The commitment to inclusive education: international and national guidelines.
3. The Universal Design for Learning.
4. Design and practices of differentiation pedagogical.
5. The participation and voice of students at school.
6. Resources to support learning and inclusion.
7. Barriers to learning and inclusion.
8. The profile of the inclusive teacher.
2. The commitment to inclusive education: international and national guidelines.
3. The Universal Design for Learning.
4. Design and practices of differentiation pedagogical.
5. The participation and voice of students at school.
6. Resources to support learning and inclusion.
7. Barriers to learning and inclusion.
8. The profile of the inclusive teacher.
Teaching Methods
The methodologies will privilege the active participation of students, through debate, informed criticism, and interlocution, as well as contribute to the mobilization, connection and consolidation of knowledge. There will be moments of presentation of the teacher for clarification, synthesis and/or introduction of subjects. Students will have the opportunity to participate in the planning and assessment process through cooperative negotiation. To achieve this, instruments for the regulation of the learning processes will be provided, such as Individual Work Plan; dialogical feedback; Project Plan. The learning organisation involves time for individual work and time for cooperative work with the use of differentiated resources (e.g.legal documents,scientific articles,videos,work visits).
In certain topics the participation of experts is expected and study visits to educational contexts will be carried, contributing to the diversification of learning experiences and enriching training.
In certain topics the participation of experts is expected and study visits to educational contexts will be carried, contributing to the diversification of learning experiences and enriching training.
Assessment
The continuous assessment regime includes the process of construction of a reflexive portfolio and its content, to be discussed with the students (60%), and the presentation to the of one of the portfolio?s contents, to be delivered in group (40%).
The final assessment regime includes the submission of a reflexive portfolio that should reflect all contents covered during the course (100%).
The final assessment regime includes the submission of a reflexive portfolio that should reflect all contents covered during the course (100%).
Teaching Staff
- Ana Artur Marques [responsible]
Certificações
