Overall objectives:

1 - Understand the breadth of the concept of diversity in the educational context, including factors associated with functionality, participation and learning;
2 - Analyze the evolution of public policies on inclusive education in Portugal, as well as recognize the indicators that have influenced it;
3 - Identify the historical path from special education to inclusive education, focusing on the principles of equity, participation and belonging;
4 - Know and apply differentiated and flexible pedagogical practices that respond to students? needs, respecting the principles of inclusion;
5 - Develop an individualized educational plan that promotes the engagement and success of all students, based on universal, selective and additional measures;
6 - Design diverse assessment instruments, adjusted to different learning profiles, promoting equity in assessment.

Syllabus:

1 - Functional diversity and educational inclusion.
2 - Inclusive education in history and society: from segregation to inclusion.
3 - Public policies and legal framework for inclusive education in Portugal.
4 - Inclusive pedagogical strategies and curricular differentiation.
5 - Teaching Mathematics in contexts of learning diversity (e.g.: visually impaired students, deaf students, reduced mobility, diverse neurological profiles - such as autism, ADHD, dyslexia, etc. -, among others).
6 - Measures to support learning and inclusion.
6.1 - Individual Educational Plan (IEP);
6.2 - Defining inclusive learning objectives;
6.3 - Adapted and diversified pedagogical assessment.

Literature/Sources:

Costa, L. M. , 2013 , Inclusão e necessidades educativas especiais: um guia para professores e educadores , Porto Editora
Freeman, A. and Gray, H. , 1989 , Organizing special educational needs: a critical approach , London: Paul Chapman.
Nielson, L. B. , 2000 , Necessidade Educativas Especiais na Sala de aula: Um guia para Professores , Porto Editora
Mesquita, M. H. F. P. , 2001 , Educação Especial em Portugal no último quarto do século XX , Universidad de Salamanca
Lerner, L. , 1997 , Learning disabilities: theories, diagnosis, and teaching strategies , New York: Houghton Mifflin Company
Valle, J. W. and Connor, D. J. , 2014 , Ressignificando a Deficiência: da abordagem social às práticas inclusivas na escola , McGrawHill Education
Harwell, J. M. , 1995 , Complete learning disabilities handbook: readuy-to-use teaching learning-handicapped students , New York: The Center for Applied Research in Education
Pereira, F. (coord.), Crespo, A., Trindade, A. R., Cosme, A., Croca, F., Breia, G., Franco, G., Azevedo, H., Fonseca, H., Micaelo, M., Reis, M. J., Saragoça, M. J., Carvalho, M. e Fernandes, R. , 2018 , Para uma Educação Inclusiva - Manual de apoio à prática , ME/DGE
Madureira, I. P. e Leite, T. S. , 2003 , NEE , Universidade Aberta

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The teaching methodologies adopted in this course combine theoretical moments with practical approaches, promoting the active participation of students and the application of the principles of inclusive education. The sessions combine guided lectures, analysis of real cases and seminars with invited experts, allowing for an in-depth study of the topics and direct contact with different educational contexts. Assessment is continuous and formative in nature, valuing students? individual progress, their ability to articulate theory and practice and the development of inclusive pedagogical proposals. The distribution of grades will be as follows: 30% for the preparation of an assessment instrument and teaching activity adapted to a specific learning profile, in accordance with legislation; 30% for submitting a report describing the topics covered in the seminar classes; 30% for attendance and 10% for participation in classroom activities.