IPLUSO 15588

Diversity and Inclusive Education

• ApresentaçãoPresentation

  The 'Diversity and Inclusive Education' module focuses on understanding diversity as an inherent feature of educational contexts and as a fundamental element in building a more equitable and participatory school. Drawing on the theoretical, ethical and legal frameworks of inclusive education, it encourages critical reflection on the challenges and opportunities associated with addressing pupil diversity. It addresses topics such as the removal of barriers to learning and participation, differentiated teaching, Universal Design for Learning and collaborative work amongst the various educational stakeholders. The course unit aims to develop skills that will enable future teachers to design, implement and evaluate inclusive teaching practices capable of valuing differences, responding to the needs of each pupil and promoting access, participation and educational success for all, within a framework of social justice and educational quality.
• ProgramaProgramme

  1. Conceptual framework of diversity and inclusive education: key concepts and the evolution of theoretical perspectives. Legal and political frameworks, and national and international guidelines in the field of inclusive education. 2. Analysis of diversity in educational contexts. 3. Identification and analysis of barriers to learning and participation, and implications for teaching practice. 4. Principles of the inclusive school: equity, participation and success for all pupils. 5. Differentiated teaching in the planning, delivery and assessment of teaching. 6. Universal Design for Learning (UDL) and inclusive pedagogy. 7. Measures to support learning and inclusion. 8. Collaborative work between teachers, families and other professionals.
• ObjectivosObjectives

  Students should be able to: 1) understand the theoretical, ethical, legal and political foundations of inclusive education and the promotion of diversity in an educational context; 2) critically analyse factors that influence pupils' learning, participation and success; 3) identify barriers to learning and participation, as well as measures to support and promote equity; 4) apply the principles of differentiated teaching and Universal Design for Learning in the planning, development and evaluation of teaching practices; 5) devise teaching strategies tailored to the diversity of pupils; 6) recognise the importance of collaborative work between teachers, families and other professionals in promoting inclusion; and 7) reflect critically on teaching practice, adopting an ethical and professional approach geared towards creating inclusive educational environments.
• BibliografiaBibliography

  Ainscow, M. (2020) Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7-16. https://doi.org/10.1080/20020317.2020.1729587. Booth, T., & Ainscow, M. (2002). Índex para a inclusão: Desenvolvendo a aprendizagem e a participação na escola (Trad. Ana Benard da Costa & José Vaz Pinto.) (2ª ed.). Cidadãos do Mundo. Palmeirão, C., Alves, J. M. (coords.). (2019). Da igualdade de oportunidades à equidade educativa: caminhos de uma inclusão sucedida. Universidade Católica Editora. Semião, D.; Mogarro, M.J.; Pinto, F.B.; Martins, M.J.D.; Santos, N.; Sousa, O.; Marchão, A.; Freire, I.P.; Lord, L.; Tinoca, L. (2023). Teachers' Perspectives on Students' Cultural Diversity: A Systematic Literature Review. Educ. Sci., 13, 1215. https://doi.org/10.3390/educsci13121215.  
• MetodologiaMethodology

  The course prioritises active, participatory and student-centred methodologies, promoting the integration of theoretical knowledge, critical reflection and application to real educational contexts. Strategies such as problem-based learning, collaborative learning, the flipped classroom and project-based learning will be employed, fostering the shared construction of knowledge and the resolution of challenges related to diversity and inclusion. The course will draw on the critical analysis of authentic situations, guidance documents, multimedia resources and research evidence, as well as the creation of reflective portfolios and self- and peer-assessment activities. These methodologies aim to foster autonomy, collaboration, critical thinking and the ability to devise inclusive pedagogical responses tailored to the diversity of educational contexts.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  2
• NaturezaNature

  Mandatory
• EstágioInternship

  Não