2025
Assistive Technologies and Inclusion
Name: Assistive Technologies and Inclusion
Code: PED14078M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences, Educação Especial
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
The curricular unit of Assistive Technologies and Inclusion can contribute in a decisive way to enrich the range of knowledge and skills of students within the scope of the Master's Course in Special Education, Cognitive and Motor domain.
Sustainable Development Goals
Learning Goals
(1000 caracteres)
Learning outcomes
Knowledge
1. Identify research trends with regard to AT, including barriers to learning and the personnel, emotional and social development of people with different types of disorders.
2. Recognize the importance of the practical application of AT in the context of inclusive education.
3. Analyze the potentialities and limitations of AT for people with different types of disorders: auditory, visual, physical-motor, communication, language, cognitive and learning difficulties.
Skills
At the end of the course, students are able to:
1. Evaluate AT products and services for different types of disorders designed to improve people quality of life.
2. Investigate inclusive education practices using AT.
3. Needs assessment of people with different types of AT disorders, including barriers to learning and development.
Learning outcomes
Knowledge
1. Identify research trends with regard to AT, including barriers to learning and the personnel, emotional and social development of people with different types of disorders.
2. Recognize the importance of the practical application of AT in the context of inclusive education.
3. Analyze the potentialities and limitations of AT for people with different types of disorders: auditory, visual, physical-motor, communication, language, cognitive and learning difficulties.
Skills
At the end of the course, students are able to:
1. Evaluate AT products and services for different types of disorders designed to improve people quality of life.
2. Investigate inclusive education practices using AT.
3. Needs assessment of people with different types of AT disorders, including barriers to learning and development.
Contents
1.Introductory theoretical concepts: inclusive education, assistive technologies, accessibility. Inclusive practices using AT: between the potential of AT and the limitations and barriers to its use.
2.Assistive Technologies (AT) and Inclusion: what the research says.
3.Needs analysis in the field og assistive technologies and inclusion.
4.Assistive Technologies for people with hearing and / or visual disorders.
5.Assistive Technologies for People with Disorders in Physical and Motor Development.
6.Assistive Technologies for people with communication and language disorders.
7.Assistive Technologies for people with cognitive development disorders and learning difficulties
2.Assistive Technologies (AT) and Inclusion: what the research says.
3.Needs analysis in the field og assistive technologies and inclusion.
4.Assistive Technologies for people with hearing and / or visual disorders.
5.Assistive Technologies for People with Disorders in Physical and Motor Development.
6.Assistive Technologies for people with communication and language disorders.
7.Assistive Technologies for people with cognitive development disorders and learning difficulties
Teaching Methods
To deepen and give consistency to individual learning and student project development, we opt for a socio-constructivist approach using active methodologies which, as a whole, seek to promote dynamic, interactive, and collaborative learning processes. Among other activities, students will have the opportunity to engage in 1) critical analysis of research conducted in this area and discussion of relevant topics; 2) presentation and demonstration of Assistive Technologies (AT) designed for individuals with various types of impairments; 3) preparation and reporting of case studies; and 4) regular development of a Personal Learning Environment (PLE).
Assessment
I. Continuous Assessment Regime
Assessment takes place throughout the entire period, with the issuance of constructive feedback on activities to be carried out at various times. The following components will be considered for grading: A) Elaboration of a case study, to be conducted in groups (50% of the final grade); B) Regular development of a Personal Learning Environment (30% of the final grade); and C) Individual Critical Reflection on the learning outcomes achieved in the course (20% of the final grade).
II. Final Assessment Regime
Assessment is based on the preparation of an individual written assignment, with an oral discussion of the same, to be conducted during the evaluation period defined in the school calendar. The grade obtained in the assignment will weigh 100% in the final grade.
Assessment takes place throughout the entire period, with the issuance of constructive feedback on activities to be carried out at various times. The following components will be considered for grading: A) Elaboration of a case study, to be conducted in groups (50% of the final grade); B) Regular development of a Personal Learning Environment (30% of the final grade); and C) Individual Critical Reflection on the learning outcomes achieved in the course (20% of the final grade).
II. Final Assessment Regime
Assessment is based on the preparation of an individual written assignment, with an oral discussion of the same, to be conducted during the evaluation period defined in the school calendar. The grade obtained in the assignment will weigh 100% in the final grade.
Teaching Staff
- Elisabete Maria Carvalho Gerardo Pires da Cruz [responsible]
Certificações
