2025
Inclusive Education
Name: Inclusive Education
Code: PED14722M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
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 privilege the active participation of students, through informed criticism and dialogues, which contribute to mobilize, connect, and consolidate knowledge. There will be expositive moments for clarification, synthesis, or introduction of contents. Students will participate in the planning and assessment of learning through cooperative negotiation. To achieve this, tools for regulation will be made available.The organisation of learning will imply individual and cooperative work times with the support of differentiated resources. The participation of experts in particular themes and study visits to schools are foreseen. Problems of pedagogical practice will be presented, in the form of cases, related to inclusivity in the classroom and/or school, which will be the focus of reflection and enquiry.
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 portfolios 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%).
Certificações
