School Organization and Inclusive Education

General characterization

Prerequisites

N/A

Bibliography

• Barrère, A. (2017). Au coeur des malaises enseignants. Armand Colin.
• Brussino, O. (2021), Building capacity for inclusive teaching: Policies and practices to prepare all teachers for diversity and inclusion (OECD Education Working Papers, Nº 256).
• Booth, T., & Ainscow, M. (2012). Index for inclusion – developing learning and participation in schools. CSIE.
• Colaço. S. et al. (2022). Conjunto de Materiais: Educação Inclusiva. Módulo 5: Ambientes de aprendizagem inclusivos. ME / DGE.
• Capucha, L. (2010). Inovação e justiça social: políticas activas para a inclusão educativa. Sociologia, Problemas e Práticas, 63, 25-50.
• Nóvoa, A. (2014). Educação 2021: para uma história do futuro. Educação, Sociedade & Culturas, 41, 171-185
• Pappámikail, L., Beirante, D., & Cardoso, I. (2022). Conjunto de Materiais: Educação Inclusiva. Módulo 2: Diversidade, Equidade e Inclusão. ME / DGE.
• Pereira, F. (coord.). (2018). Para uma educação inclusiva: manual de apoio à prática. ME/DGE

Teaching method

Since this is a Seminar, the teaching-learning process presupposes the active participation of students, encouraging contributions, questioning, and debates on the topics under analysis. The aim is to stimulate critical reflection on how to mobilize and appropriate knowledge, models, and strategies within professional contexts and practices.

In this sense, an active and collaborative approach is favored, with analysis and discussion of short videos, case studies, and professional experiences, as well as the pedagogical exploration of various publications (e.g., books, manuals, articles). Critical reflections are encouraged in both small and large group collaborative work. These moments alternate with presentations and debates for the systematization of content, especially regarding the construction of the school model, research on the role of the school and the teacher in addressing social inequalities in education, and the distinction between key concepts (such as justice, equity, diversity, and inclusion).

Evaluation method

Continuous assessment - Group practical work: construction of a pedagogical project that promotes inclusion in a specific school (real or imaginary), which involves a classroom presentation with a poster in A3 format (with feedback by peers and the teacher team) and submission of a written resource (50%), Individual practical work: design of inclusive pedagogical practices for the context of a specific classroom (real or imaginary), including examples of lesson plans or other resources (tasks, assignments, assessment) that promote inclusion, through the adaptation/appropriation of existing models/strategies, justifying the choices made(50%), The submission of both assessment elements is mandatory. For working students, the workload and assessment elements are identical, with teaching support available for more flexible monitoring outside the classroom context. The first assignment may be completed individually.(0%)

Subject matter

1. Education as a Project of Modernity
● The consolidation of the school model and the place of the school in the project of modernity
● The “crisis” of school education
● Old and new social inequalities in school
● The school and the teacher facing inequalities
2. Inclusive Education: From Concept to Practice
● Concepts of diversity, equity, and inclusion
● Inclusive learning cultures and environments – multidisciplinary and multicultural projects
● Paradigms of learning styles and Universal Design for Learning
● Learning difficulties, cognitive, emotional, and behavioral disorders – intervention strategies

Programs

Programs where the course is taught: