Inclusion and Diversity in the Classroom


The student should be able to understand and apply the fundamental guiding principles of inclusive practice and the
various kinds of special educational needs, as well as have a thorough understanding of the current legislation. At the
end of the course, students should be able to use notions from theoretical models to analyse and evaluate practical cases and to
be able to create alternative courses of action to cater for individual differences.

General characterization





Responsible teacher

Ana Isabel dos Santos Ponce de Leão, Rima Jay Prakash


Weekly - Available soon

Total - 140

Teaching language





  • Boyle, C., & Topping, K. (2012). What works in inclusion? London: McGraw-Hill.
  • Correia, L. M. (2013). Inclusão e necessidades educativas especiais: Um guia para educadores e professores. Porto:
  • Porto Editora.
  • Hoy, A. W. (2019). Educational psychology (14 th ed.). New York: Pearson.
  • Morgado, J. (2004). Qualidade na educação: Um desafio para os professores. Lisboa: Presença.
  • Rocha, A. (Coord.). (2017). Altas capacidades e sobredotação: Compreender, identificar, atuar. Porto: ANEIS.
  • Rodrigues, D. (2014). A inclusão nas escolas. Lisboa: Fundação Francisco Manuel dos Santos.
  • Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.

Teaching method

Teacher lectures.
Envisioning and discussing classroom situations in small and large groups in collaborative work; pedagogical
exploration of short films, other videos and case studies; pedagogical exploration of various publications (e.g. books,
manuals, articles); and reflective and critical discussion of personal and professional experiences and practices.

Evaluation method

Continuous assessment - Final reflection on course unit, including a self-assessment(5%), Non-presential test (individual)(45%), Presentation of a case study (group)(50%)

Subject matter

The historical and current philosophy of inclusion.
Special Educational Needs in the national and international arena.
Cognitive development and intelligence. Socio-cognitive and emotional development.
Concepts of special needs, additional risks, giftedness and SEN.
Prevalence and incidence of SEN. Physical, sensorial, cognitive, emotional/behavioural and communicative SEN:
Etiology, characteristics and intervention.
Inclusion from a curricular perspective; practices of curricular differentiation.