IPLUSO 22305

Social Inclusion: Special Educational Needs in Children and Young People

• ApresentaçãoPresentation

  In this cycle of studies, it is very pertinent to include a course that contemplates and awakens the need for Education for All and for each one that promotes respect for difference and the demand for flexible curriculum and cooperative learning.
• ProgramaProgramme

  Special/specific educational needs: origin and evolution of the concept; Diversity and difference from the perspective of Education for All; Inclusive Education: brief review of concepts and their contextualization in the national and international panorama; Methodologies and Practices for Socio-educational Inclusion: theory and practice; Cooperative learning; Inclusive pedagogical differentiation; Stages of the project work.
• ObjectivosObjectives

  Promote discussion for the definition and framing of the concept of diversity and difference, from an inclusive education perspective. To raise awareness of a new paradigm of action in the educational community and in the classroom, from the perspective of the right to difference. Create opportunities for project design, development and evaluation to promote Education for All and for each one. Be able to: use the concepts inherent to the theme under study, in current expression, using specific vocabulary; discuss theoretical perspectives and practices that promote Inclusion with peers; develop, develop and evaluate small research and socio-educational action projects; work as a team, managing relationships and opportunities for everyone to participate.
• BibliografiaBibliography

  Booth, T. & Ainscow, M. (2002). Índex para a inclusão. Desenvolvendo a aprendizagem e a participação na escola. CSIE. Kilpatrick W. (2006). O método de projecto. Ed. Pedagogo. Lopes, J. & Silva, H. (2009). A aprendizagem cooperativa na sala de aula: um guia prático para o professor. Lidel. Pereira, F. (coord) (2018). Para uma Educação Inclusiva: Manual de Apoio à Prática. ME/DGE. Sanches, I. (2011). Em busca de Indicadores de Educação Inclusiva. A ¿voz¿ dos professores de apoio sobre o que pensam, o que fazem e o que gostariam de fazer. EUL. Tomlinson, C. A. (2008). Diferenciação pedagógica e diversidade: ensino de alunos em turmas com diferentes níveis de capacidade. Porto Editora
• MetodologiaMethodology

  Active methodologies centered on the construction of knowledge by the students are promoted. (debate, discussion, group work, use of digital platforms, flipped classroom, ...).
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  6
• NaturezaNature

  Mandatory
• EstágioInternship

  Não