Overall objectives:

1 - Analyze and understand the problems that are inert to a learning inclusive on Physical Education and Sports School;
2 - Demonstrate an attitude of promoting awareness of the difference, the need to adapt the teaching-learning process, considering a multidisciplinary organization and legislative standards;
3 - Identify needs, limitations and restrictions of participation of students with special educational needs, and devise appropriate intervention;
4 - Design and implement intervention plans demonstrating mastery of didactic and pedagogic tools for the inclusion of students with special educational needs;
5 - Know and understand some types of Adapted Sports, dominating aspects to enable their implementation in the school, curricular and extracurricular context.

Syllabus:

1 - Special Populations
2 - Special Populations, Society and Education: History Perspective
3 - Special Populations and Physical Activity
4 - Special Educational Needs
4.1 - Concept
4.2 - Legislation and policy framework and educational
4.3 - Inclusion of Students with Special Educational Needs
5 - Physical Education and Sports School for students with Special Educational Needs
5.1 - Psychomotor / functional assessment of students with Special Educational Needs
5.2 - Restrictions and limitations of participation
5.3 - Curricular Adaptations and Changes
5.3.1 - Individual Educational Project
5.3.2 - Setting goals, participation and inclusion
5.3.3 - Adaptation of involvement, equipment, organization and energizing class
5.3.4 - Forms of assessment in Physical Education
5.4 - Adapted Sports in Physical Education and School Sport
5.4.1 - Major international organizations, national and regional
5.4.2 - Approach to different types of adapted sports

Literature/Sources:

Davis, R.W. , 2011 , Teaching Disability Sport: A Guide for Physical Educators , Champaign: Human Kinetics
Durstine, J.L., Moore, G., Painter, P. & Roberts S , 2009 , ACSM's Exercise Management for Persons with Chronic Diseases and Disabilities (3rd Edition) , Champaign: Human Kinetics
Sherrill, C. , 2004 , Adapted Physical Activity, Recreation, and Sport: Crossdisciplinary and Lifespan (6th edition). , New York: McGraw-Hill
Rouse, P. , 2009 , Inclusion in Physical Education: Fitness, Motor, and Social Skills for Students of All Abilities , Champaign: Human Kinetics.
Vickerman, P. , 2007 , Teaching Physical Education to Children with Special Educational Needs. , NewYork: Taylor & Francis
Winick, J.P. , 2011 , Adapted physical education and sport (5th edition) , Champaign: Human Kinetics

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The syllabus will be addressed through theoretical, theoretical-practical and practical laboratory sessions. The classes presented a largely expository character, using audio-visual equipment and supported by documentation in digital and paper. Will also be requested to draw up contingency plans, since its conception to its dynamism, and fostered debate situations, cooperation, analysis and critical reflection among students. The assessment in this course based on the following field and parameters: a) Periodic evaluation by a frequency theory and practice (25%), individual work (20%) and group work (35%); b) Continuous assessment (20%) based on the following criteria: attendance, participation and written assignments.