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Special Education and Technologies
Scholar Year: 2021/2022 - 2S
| Code: |
PG_EE09 |
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Acronym: |
EET |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| PG_EE |
25 |
|
1º |
4,0 |
15 |
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Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
Information and communication technologies are present in all dimensions of society and the school has been using them as an instrument for the benefit of students' learning.
For students with special educational needs there are Adaptive Technologies (AT) that can improve learning and the use of these students in school and in society is mandatory.
This UC aims to promote knowledge about AT, explore its characteristics and support the use of technologies that improve access to learning by students with special needs.
Students in this curricular will:
• Identify the main findings of research on the role of AT in the educational context with SEN students.
• Understand the need to use appropriate methodologies for the use of AT in student learning activities.
• Know different perspectives of AT use in education and its articulation with different pedagogical options, in order to favor inclusive education.
• Design, plan and critically analyze proposals for the use AT in a curricular context.
• Understand the role of IT in professional development through communication networks and communities of practice.
Syllabus
1 - Special needs education in the information age
2 - IT and special needs education
3-Supporting technologies for students with Special Needs Education
4- Support technologies for students with Special Needs Education - cognitive domain
5- Support technologies for students with Special Needs Education - motor domain
Demonstration of the syllabus coherence with the UC intended learning outcomes
The curricular unit has two components: one more theoretical, focused on research questions and another focused on classroom activities with ICT and more specific software for special needs education. In the more theoretical component, students are expected to be aware of the main research findings, such as the methodologies appropriate to the use of IT and AT in special needs education, the validity of educational proposals and the role they can play in the professional development of teachers, through participation in communities of practice. In the most practical component of the unit students will construct educational activities based on the software worked in sessions and discuss them with their peers, seeking to acquire skills related to the critical development of these activities.
Teaching methodologies
Program management strategies:
Classes will be organized according to four components:
• Reading and discussion of selected documents from studies and research.
• Practical activities involving proposals to use specific software appropriate to special needs education.
• Elaboration, presentation and discussion of curricular materials aimed to the educational use of IT.
• Collaborative activities involving thematic debates and proposals for a work planning to students with Special Needs through a distance learning platform.
Tutorial follow up.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
Research-related learning should be developed from reading and discussing articles. Some of the discussions will be face-to-face, others may take place at a distance supported by the Moodle platform. This dynamic allows students to experience a small community of practice whose purpose is the thematic discussion with a view to producing a theoretical work.
In some of the classes, students will build example products, the result of guided exploration of appropriate software for students with special needs, discussing in a small group the characteristics of these Adaptative Technologies. In this way students will have the opportunity to prepare, develop and criticize educational proposals for the use of IT and AT in an educational context and for pupils with special needs.
Assessment methodologies and evidences
The evaluation of the Curricular Unit should take into account not only the work done by the students, but also their participation in tclasses.
Thus, practical work developed and participation in face-to-face sessions (50%), preparation of proposals for work with special needs students (25%) and theoretical reflection on educational uses of the Adaptative Technologies (25%) should be valued. .
Attendance system
In accordance with the institution's frequency and evaluation regime.
Bibliography
Declaração de Salamanca
Consultado em 15 janeiro 2015
http://www.dge.mec.pt/sites/default/files/EEspecial/declaracao-salamanca.pdf
DGE. (2007). Normas orientadoras dos Centros de Recursos TIC para a Educação Especial.
Consultado em 20 dezembro 2014:
http://www.dge.mec.pt/sites/default/files/EEspecial/normas_orientadoras_crtic.pdf
FREITAS, S. (2012). As TIC e os alunos com NEE: A perceção dos professores de educação especial de Viseu. Dissertação de Mestrado. Universidade Católica Portuguesa
GONÇALVES, S. (2012). Ler e Escrever + com o software educativo. Comunicar com Símbolos. Dissertação de Mestrado. Instituto Politécnico de Leiria- ESECS
Guia dos CRTIC e das tecnologias de apoio
Consultado em 20 dezembro 2014:
http://nonio.ese.ipsantarem.pt/crticsantarem/index.php/component/docman/doc_details/126-guia-dos-crtic-e-das-tecnologias-de-apoio
PEDROSO, J. V. (org). (2011). CADERNO SACAUSEF VIII.
Consultado em dezembro 2015
https://www.dge.mec.pt/sites/default/files/ECidadania/viii_genero_e_recursos_educativos.pdf
UNESCO. (2011). TIC Acessíveis e Ensino Personalizado para Alunos com Deficiências:
Um diálogo entre Educadores, Indústria, Governo e Sociedade Civil.
Disponível em http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/accessible_ict_students_disabilities_pt.pdf
Outros recursos
PIVIK J., MCCOMAS J. e LAFLAMME M. (2002). Barriers and Facilitators to
Inclusive Education. In: Exceptional Children Vol. 69, No. 1, pp. 97-107
Consultado em 15 janeiro 2015
https://www.questia.com/library/p367/exceptional-children/i3044267/vol-69-no-1-fall
COLEMAN-MARTIN, MARI BETH e outros. (2005). Using Computer-Assisted Instruction and the Nonverbal Reading Approach to Teach Word Identification. In: Focus On Autism and Other Developmental Disabilities, Volume 20, Number 2, Summer 2005, pp. 80-90
Consultado em 15 janeiro 2015
http://foa.sagepub.com/content/20/2.toc
D.L. nº 54/2018, 6 junho
Regime jurídico da Educação Inclusiva
https://dre.pt/home/-/dre/115652961/details/maximized
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