Intervention in Special Educational Needs in the Cognitive Domain

Scholar Year: 2023/2024 - 2S

Courses

Head Teacher Responsability Luísa Manuela da Costa Ramos de Carvalho Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 1,33 Gina Lemos   1,33

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

At the end of the UC, the trainee will be able to: 1. Recognize the commitment to inclusion and the methodological options of the multilevel approach and the Universal Design for Learning as essential to Inclusive Education; 2. Describe, select and support measures to support learning and inclusion; 3. Describe models, strategies and intervention programs within the scope of specific profiles studied in the Assessment in Special Educational Needs in the Cognitive Domain course; 4. Build intervention plans suitable for the child/youth and their significant contexts; 5. Recognize the value and importance of the work developed in the context of the Multidisciplinary Support Team for Inclusive Education (EMAEI).

Syllabus

1. Commitment to Inclusion and Methodological Options: Multi-Level Approach and Universal Design for Learning
2. Measures to support learning and inclusion
3. Models, strategies and intervention programs within the scope of specific profiles focusing on the cognitive domain (these and others that are considered pertinent and opportune for the group in question): intellectual deficits, autism spectrum disorder, hyperactivity disorder and deficit of attention, specific learning disorders (in reading, writing, math), giftedness and high skills

Teaching methodologies

Classes at this course are organized into face-to-face sessions, where the use of active learning techniques is privileged, involving trainees in critical thinking tasks about their pedagogical practices. Pedagogical techniques are likely to be explored in individual activities (e.g., logbook, quizz), participatory (e.g., questioning/forum, shared concept map), and collaborative (e.g., discussion groups, case studies, construction of pedagogical materials, portefolio). The hours of autonomous work sessions are the moments dedicated to the individual process of developing transversal skills (e.g., information processing and analysis, reasoning, problem solving, metacognition, critical thinking, creative thinking, self-regulation) applied to the contents worked in this course.

Assessment methodologies and evidences

Continuous assessment is based on portfolio analysis and includes:
a) A work developed in a group (which contributes 40% to the final classification);
b) An oral presentation developed in a group and discussed in the context of the class (which contributes with 60% for the final classification); and
c) Five individual logbooks (one per class).
The following evaluation criteria are considered: rigor and richness, affirmative language/positive communication, clarity of information and language, weekly registration in the logbook, adequacy of support resources created and used, and time management.

The summative assessment consists of a written exam, the result of which corresponds to the final classification.

Attendance system

In accordance with the regulations provided.

Bibliography

Alves, I., Pinto, P. C., Pinto, T. J. (2020). Developing inclusive education in Portugal: Evidence and challenges. Prospects, 49, 281-296. https://doi.org/10.1007/s11125-020-09504-y
Kauffman, J. M. (2020). On educational inclusion: Meanings, history, issues and international perspectives. Routledge.
Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education: Using evidence-based techniques. Routledge. https://doi.org/10.4324/9780429401923
Pereira, F. (Coord.) (2018). Para uma educação inclusiva: Manual de apoio à prática. Ministério da Educação/ Direção-Geral de Educação. Disponível em http://www.dge.mec.pt/sites/default/files/EEspecial/manual_de_apoio_a_pratica.pdf
Schuelka, M. J., Johnstone, C. J., Thomas, G., & Artiles, A. J. (2019). The SAGE handbook of inclusion and diversity in education. Sage Publishing.

The teacher makes all the resources to support the sessions available on the moodle platform.