Evaluation of Special Educational Needs in the Cognitive Domain

Scholar Year: 2023/2024 - 1S

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)

Developing a set of attitudes, knowledge and skills (competencies) that contribute to an intentional, grounded, insightful and detailed assessment of children and young people is the purpose that guides this specific course. Listening, empathy, collaboration, ethics, rigor, method, analytical thinking, critical thinking and affirmative language are skills developed concurrently with the exploration of the contents of the course.
At the end of the UC, the trainee will be able to: 1. Recognize assessment as an indispensable process for identifying and describing the abilities and performance level of children/young people and as a starting point for the definition of measures of educational intervention; 2. Recognize effective feedback and affirmative language as necessary tools for personal and collective development; 3. Delimit the concepts of Learning Difficulties; 4. Characterize specific profiles focusing on the cognitive domain (intellectual deficits; autism spectrum disorder; hyperactivity disorder and attention deficit disorder; specific learning disorders in reading, writing, mathematics; giftedness and high skills; and others that apply relevant and timely for the group concerned); 5. List the main assessment methods and instruments in the identification and assessment processes; 6. Select assessment methods and instruments suitable for the objectives; 7. Plan the information collection process; 8. Assess the child/youth and their significant contexts; 9. Analyze and frame the information collected for a subsequent educational intervention process; and 10. Recognize the value and importance of the work developed in the context of the Multidisciplinary Support Team for Inclusive Education (i.e., EMAEI).

Syllabus

1. Equity, quality and diversity: assessment for learning in the context of the EMAEI
2. Feedback and affirmative language for personal and collective development
3. Learning difficulties
4. Characterisation of specific profiles with a focus on the cognitive domain (these and others deemed relevant and appropriate for the group in question): intellectual deficits, autism spectrum disorder, attention deficit hyperactivity disorder, specific learning disorders (in reading, writing, maths), giftedness and high abilities.
5. Assessment: the requirements for quality assessment, identification and assessment processes, assessment methods and instruments focussing on the cognitive domain

Teaching methodologies

Classes in this subject are organised in face-to-face sessions, where the use of active learning techniques is favoured, involving trainees in critical thinking tasks about their teaching practices. Pedagogical techniques can be explored in individual (e.g. logbook, quiz), participatory and collaborative activities (e.g. questioning, shared conceptual map, think-pair-share, co-operative graffiti, brainstorming, ideas mural/poster session). The hours of autonomous work are dedicated to watching short videos, films/documentaries, reading and analysing documents, reviewing the systematisation of ideas, submitting records and logbooks, developing transversal skills applied to the subject content (e.g. processing and analysing information, reasoning, problem-solving, metacognition, critical thinking, creative thinking, self-regulation).

Assessment methodologies and evidences

Continuous assessment which includes: two group logs (each weighted at 30 per cent), one pair log (weighted at 40 per cent), three individual logbooks (submitted at the end of each day of classes). The assessment criteria are: rigour and richness, affirmative language/positive communication, clarity of information and quality of Portuguese, and logbook entry. The rubrics considered are known to the class at the first lesson. The summative assessment corresponds to a written exam, the mark for which is 100 per cent of the final mark for the course.

Attendance system

In accordance with the regulations provided.

Bibliography

Boyd, E., Green, A., Hopfenbeck, T. N., & Stobart, G. (Coord.) (2019). Effective feedback: The key to successful assessment for learning. Oxford University Press. Disponível em https://elt.oup.com/feature/global/expert/assessment-for-learning?cc=pt&selLanguage=pt
Eurostat (2021). Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. In Sustainable development in the European Union (pp. 111-126). European Union. Disponível em https://ec.europa.eu/eurostat/documents/3217494/12878705/KS-03-21-096-EN-N.pdf/8f9812e6-1aaa-7823-928f-03d8dd74df4f?t=1623741433852
Hollenweger, J., Pantić, N., & Florian, L. (2015). Tool to upgrade teacher education practices for inclusive education. Council of Europe. Disponível em https://pjp-eu.coe.int/en/web/inclusive-education/images/tool%20to%20upgrade%20teacher%20education%20practices%20for%20inclusive%20education.pdf
Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education: Using evidence-based techniques. Routledge. https://doi.org/10.4324/9780429401923
Rocha, A. (Coord.). (2017). Altas capacidades e sobredotação: Compreender, identificar, atuar. Guia para professores e educadores. Associação Nacional para o Estudo e Intervenção na Sobredotação (A.N.E.I.S.). Disponível em https://www.dge.mec.pt/sites/default/files/EEspecial/guia_sobredotados.pdf

The teacher makes all the resources that support the lessons available via Moodle.