2023
Inclusive Education and Pedagogical Differentiation
Name: Inclusive Education and Pedagogical Differentiation
Code: PED13985M
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
Inclusive Education is nowadays a fundamental component of teacher education. Speak of inclusion and pedagogical differentiation is talk about participation and human rights. But it's also to talk of a SCHOOL able to create the best learning conditions for ALL.
Sustainable Development Goals
Learning Goals
1) Understand inclusive education from the human rights perspective, equity and response to diversity.
2) To know ethical, historical and sociological reasons for inclusive education
3) To know, analyse and use, national and international references of inclusive education
4) Understand the meaning of pedagogical differentiation as a challenge to contemporary school in order to meet the ultimate objective of a School for all.
5) To know conceptions and practices of pedagogical differentiation in childhood education and in the 1st cycle of basic and to know how to adapt them to the needs of educational contexts.
6) To be able to identify barriers to participation and promote changes for inclusion through the mobilization of resources from educational and community contexts
7) To be able to argue and reflect on inclusive education in professional settings
2) To know ethical, historical and sociological reasons for inclusive education
3) To know, analyse and use, national and international references of inclusive education
4) Understand the meaning of pedagogical differentiation as a challenge to contemporary school in order to meet the ultimate objective of a School for all.
5) To know conceptions and practices of pedagogical differentiation in childhood education and in the 1st cycle of basic and to know how to adapt them to the needs of educational contexts.
6) To be able to identify barriers to participation and promote changes for inclusion through the mobilization of resources from educational and community contexts
7) To be able to argue and reflect on inclusive education in professional settings
Contents
1. Foundations and principles of inclusive education
1.1. From segregation to the inclusion process
1.2. From special education to inclusive education
1.3. Diversity; Equity; Participation and human rights
2. Theoretical and legal frameworks for inclusive education
2.1. International guidelines
2.2. The Portuguese legal framework
2.3. Evidence of inclusive education
3. Pedagogical differentiation
3.1. Theoretical concepts and foundations
3.2. Pedagogical differentiation practices
3.3. Teaching-learning strategies focused on skills heterogeneity using cooperative work, group dynamics, peer work, mentoring and work project
3.4. The flexible management of the curriculum: Planning and participated evaluation.
3.5. The flexible organization of the educational environment
4. Barriers and resources for learning and inclusion
1.1. From segregation to the inclusion process
1.2. From special education to inclusive education
1.3. Diversity; Equity; Participation and human rights
2. Theoretical and legal frameworks for inclusive education
2.1. International guidelines
2.2. The Portuguese legal framework
2.3. Evidence of inclusive education
3. Pedagogical differentiation
3.1. Theoretical concepts and foundations
3.2. Pedagogical differentiation practices
3.3. Teaching-learning strategies focused on skills heterogeneity using cooperative work, group dynamics, peer work, mentoring and work project
3.4. The flexible management of the curriculum: Planning and participated evaluation.
3.5. The flexible organization of the educational environment
4. Barriers and resources for learning and inclusion
Teaching Methods
The methodologies privilege the reflexion through debate, based assessment and dialogue, simultaneously contributing to the mobilization, connection, and consolidation of knowledge. There will be moments of clarification by the teacher, synthesis and/or introduction of contents. Students will have the opportunity to participate in the planning and self and hetero-evaluation of learnings through assisted negotiation. For that, learning regulation tools such as Individual Work Plan, dialogical feedback and Project Planning, will be made available. The platform Moodle will be a resource.
The ongoing evaluation program 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 portfolios content, to be delivered in group (40%).
The final evaluation program includes the submission of a reflexive portfolio that should reflect all contents covered during the course (100%).
The ongoing evaluation program 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 portfolios content, to be delivered in group (40%).
The final evaluation program includes the submission of a reflexive portfolio that should reflect all contents covered during the course (100%).
Teaching Staff
- Ana Artur Marques [responsible]
