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Opção 2 (EDU) ( Necessidades Educativas Especiais ) - Educação Básica - Sem Ramos - Especialidades


2.0
ECTS / Credit Units
Year: 3 / 2º Semestre
Plan: 2015/16
Scientific Area: EDU
Level: Básico

Semestral Hour Load

Theorical:
Theorical-Pratical: 30.00
Pratical and Laboratorial:
Fieldwork:
Seminar:
Internship:
Tutorial:

 

Assigned Internship Hours:
Assigned Projects Hours:
Assigned Fieldwork Hours:
Assigned Study Hours:
Assigned Evaluation Hours:
Others:

Degree having this Course

Degree - Branch Degree Plan Year
Educação Básica - Sem Ramos - Especialidades 2015/16

Teaching Staff

Maria José de Jesus Camacho
Maria José de Jesus Camacho


Responsibilities:
Regência
Responsável pelas Pautas
Ensino teórico-prático

Course Information

Course Objectivs

Understand the care for people with Special Educational Needs over time ? Understand and reflect on the issue of Special Educational Needs (SEN) and Disabilities (NE); 

Learn about risk factors, prevention and intervention in child / youth / adult with Disabilities / Special Needs Education; 

Know relate to children / youth / adults with SEN / NE; 

Know the importance of teamwork in caring for children / youth / adults with special educational needs; 

Promote reflection on attitudes / behaviors of family and society from people with Special Needs in view forms of collaboration; 

Convey to students knowledge that will enable them to collaborate in the implementation of strategies and techniques with children / youth / adults with special educational needs; ? Recognize the benefits of education, employment and social inclusion of people with NE; Recognize if-as enablers of inclusion of children / youth / adults with NE; 

Changing behaviors and attitudes to people with Special Needs

Evaluation Criteria

Individual works - 1 Frequency (50%) Group work (50%) - Elaboration of a written work from the reading of an article and the field work developed by the students in context (15%) and presented orally (15%) by the group members. The adoption of this evaluation process determines the compulsory attendance of a high percentage of classes (three quarters, or 75%), without which the student's approval in this UC is compromised. As for the students in special situations, they should agree with the teacher of the UC, the modalities of evaluation alternatives to the here exposed, as soon as the first week of classes of the 1st Semester, and also, to fulfill the requirements established in the Regulation of Evaluation of the Learning of the students Give one. Any of the evaluation elements mentioned here must be carried out by the students during the 1st Semester, and must obtain the minimum grade of 10 v. Can students regain individual job evaluation? frequency (a) in the complementary period of appeal. The other evaluations are not recoverable at the time of appeal as they are integrated into the laboratory practice component. The evaluation units successfully completed are integrated into the evaluation retrieved by examination, with a weighting of not more than 50%. All work delivered after the due date will not be considered.

Program Resume (get program detail)

 
 
 
 
 
Knowing the care of people with Special Educational Needs over time   To know and reflect on the problems of Special Educational Needs (SEN) and Special Needs (NE);   To know risk factors, prevention and intervention in the child / youth / adult with Special Educational Needs / Special;   Knowing how to relate to children / youth / adults with SEN / NE;   To know the importance of working as a team in the care of children / youth / adults with special educational needs;     To promote reflection on the attitudes / behaviors of the family and society vis-à-vis persons with special needs, in view of the forms of collaboration;   To transmit to students the knowledge that allows them to collaborate in the implementation of strategies and techniques among children / youth / adults with Special Educational Needs;     Recognize the benefits of school, social and work inclusion of people with NE;   Recognize themselves as facilitators of the inclusion of children / youth / adults with NE;   Changing behaviors and attitudes toward people with special needs

Main Bibliography

Ainscow, Porter, Wang (1997). Caminhos para escolas inclusivas. Lisboa:IIE 

Ainscow, M. (1998). Necessidades especiais na sala de aula,  Lisboa: IIE.         

Bautista, Rafael (1997), Necessidades Educativas Especiais, Dina Livro

Correia, Luís M. e Ana Serrano (1999). Envolvimento Parental em Intervenção Precoce. 

Correia, Luís M (2011). Alunos com Necessidades Educativas Especiais nas Classes Regulares

Correia, L.M (2013) Inclusão e Necessidades Educativas Especiais. Porto Editora

Correia. L. M. (2013). Inclusão e Necessidades Educativas Especiais. Porto: Porto Editora.

Correia. L. M. (2010). Educação Especial e Inclusão. Quem Disser Que Uma Sobrevive Sem a Outra Não está no Seu Perfeito Juízo. Porto: Porto Editora.

Correia. L. M. (2008). A Escola Contemporânea e a inclusão de alunos com NEE. Considerações para uma escola com sucesso. Porto: Porto Editora.

Correia. L. M. (2008). Dificuldades de Aprendizagem Específicas. Contributos para uma Definição Portuguesa. Porto: Porto Editora.

Correia. L. M. (2013). Inclusão e Necessidades Educativas Especiais. Porto: Porto Editora. 

Cruz, V. (1999). Dificuldades de aprendizagem ? fundamentos. Porto Editora.

Perrenoud, Ph. (1995; 2005). La pédagogie à l?école des différences. Fragments d?une sociologie de l?échec. Paris: ESF.

Perrenoud, Ph. (1999). Pedagogia Diferenciada: Das intenções à Ação. Porto Alegre: Artmed Editora.

Rodrigues, D. (2013). Equidade e Educação Inclusiva. Porto: Profedições. 

Rodrigues, D. (Org.) (2015). Equidade e Educação Inclusiva. Porto: Coleção a Página (pp.17-23).

Rodrigues, D. (Org.) (2008). Educação e Diferença. Valores e práticas para uma educação inclusiva. Porto: Porto Editora.   

Rodrigues, D. (Org.) (2012). Educação Inclusiva. Dos Conceitos às práticas de formação. Porto: Porto Editora.

Rodrigues, D. (Org.) (2012). Perspetivas sobre a Inclusão da Educação à Sociedade. Porto: Porto Editora.  

Rodrigues, D. (Org.) (2012). Inclusão e Educação. Doze olhares sobre a Educação Inclusiva. São Paulo: Editora Summus.  

Rodrigues, D., Stoer, S. & Magalhães, M. (2004). Os lugares da exclusão social. Um dispositivo de diferenciação pedagógica. São Paulo: Editora Cortez.   

Other Biographical Sources / Support Documents

Decreto Lei 3/2008  Lisboa  ME

Decreto Legislativo Regional 33/2009 Madeira SREC

Dias, Colôa, Joaquim (1999). A Problemática da relação Família/Escola e a criança com NEES?, SNRI

Lobo A. Nuno (2009) Mal-entendidos. Lisboa: Verso de Kapa. 

Lobo A. Nuno e Rodrigues, A. (2014). Mais forte do que eu. Lisboa: Ed. Lua de Papel.

Revista Diversidades nº 42 (2013).50 anos - percursos com história. Madeira - SRE 

Student Support

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