2023
Family and Inclusion
Name: Family and Inclusion
Code: PSI14076M
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Educação Especial, Psychology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Presentation
.
Sustainable Development Goals
Learning Goals
To know theories and epistemological models underlying the family approach.
- Understand and know how to characterize the family in a systemic perspective.
- Identify, analyze and characterize family processes as group and individual in the context of inclusion.
- Observe critically the different situations whose the common denominator is the family.
- Analyze and contextualize the importance of the family in the connection between a person in need of support for learning and inclusion and the environment.
- Observe and analyze situations in the family context of a person in need of support for learning and inclusion
- Characterize the participation of the family in the inclusion processes of the person in need of support for learning and inclusion
- Understand and know how to characterize the family in a systemic perspective.
- Identify, analyze and characterize family processes as group and individual in the context of inclusion.
- Observe critically the different situations whose the common denominator is the family.
- Analyze and contextualize the importance of the family in the connection between a person in need of support for learning and inclusion and the environment.
- Observe and analyze situations in the family context of a person in need of support for learning and inclusion
- Characterize the participation of the family in the inclusion processes of the person in need of support for learning and inclusion
Contents
1. Introduction
The family from a systemic perspective
Human development from an ecological perspective
2.The family with children and young people in need of support for learning and inclusion.
The problem of children and young people in need of support for learning and inclusion.
The family in the face of children and young people in need of support for learning and inclusion
The stress of families with children and young people in need of support for learning and inclusion.
3. The interaction of families, with children and young people in need of support for learning and inclusion and the environment.
4. Communication between the family and other educational contexts
5. Parental and family involvement in decision-making
6. Practices that promote parental and family involvement in the relationship with the school and the environment.
The family from a systemic perspective
Human development from an ecological perspective
2.The family with children and young people in need of support for learning and inclusion.
The problem of children and young people in need of support for learning and inclusion.
The family in the face of children and young people in need of support for learning and inclusion
The stress of families with children and young people in need of support for learning and inclusion.
3. The interaction of families, with children and young people in need of support for learning and inclusion and the environment.
4. Communication between the family and other educational contexts
5. Parental and family involvement in decision-making
6. Practices that promote parental and family involvement in the relationship with the school and the environment.
Teaching Methods
In the classes, the use of active methodologies involving the participation of students will be privileged. These methodologies will be adjusted according to the needs of the students and the learning objectives. There is also space for reflection and integration of the content covered.
The assessment follows the rules in force at the University of Évora, in accordance with the provisions of the Internal School Rules.
Students should choose the continuous assessment regime or the exam regime. In the continuous assessment or by exam the students will perform a group or individual work consisting of:
- Reading and synthesis of scientific article presented by the teacher (40%)
- Critical reflection on the scientific article presented, bearing in mind the content covered in (60%).
The approval in the Curricular Unit depends on the student obtaining a final classification equal to or higher than 10 (ten) values.
The assessment follows the rules in force at the University of Évora, in accordance with the provisions of the Internal School Rules.
Students should choose the continuous assessment regime or the exam regime. In the continuous assessment or by exam the students will perform a group or individual work consisting of:
- Reading and synthesis of scientific article presented by the teacher (40%)
- Critical reflection on the scientific article presented, bearing in mind the content covered in (60%).
The approval in the Curricular Unit depends on the student obtaining a final classification equal to or higher than 10 (ten) values.
Teaching Staff
- Heldemerina Chimuma Domingos Samutelela Pires [responsible]
