TEE4 - Recent advances in international special education policies

Code: EES5043

Total Credits: 4 credits

Subject Profile: Optional

Syllabus: The routes of knowledge in Special Education: A new epistemology; Teaching as a model of the teaching-learning process; Variables involved in the construction of an inclusive classroom; The transition to adulthood for young people and adults with intellectual disabilities; The concept of person-centered planning; Presentation of the intensive support scale; Use of the information provided by this scale for individualized education plans; Implementing Inclusive Educational Policies in France: Progress and Challenges; Reality of Special Education in Ciudad Juarez (Mexico) Postoperative therapies for children with cleft lip and palate; language problems (Dyslalia and Rhinolalia); Creative curricula in Special Education; Education for Diversity.


Main Bibliography:

  1. Ebersold, S., (2007). Affiliating participation for an active citizenship. Scandinavian journal of disability research, 9; 3.
  2. Ebersold, S., (2008). Adapting higher education to the needs of disabled students: developments, challenges and prospects in OECD member countries. OECD.Higher education to 2030, OECD, Paris.
  3. Ebersold, S., (2011). Inclusion of students with disabilities tertiary education and in employment, OCDE, Paris
  4. Ebersold, S., (2012), transition at work, OECD, Paris
  5. Ebersold, S., Watkins, A., (2011), mapping the implementation of policy for inclusive education. An exploration of challenges and opportunities for European countries. European Agency for development of special needs education, Brussels
  6. Evans, P., Ebersold S., (2012). Policy dimensions for achieving equity in secondary and tertiary education perspective. In Heymann J., and Cassola, A., lessons in educational quality for students with disabilities and learning and behaviour difficulties. Oxford University Press, New York
  7. Hanks, R. (2011). Common SENse for the Inclusive Classroom. Jessica Kingsley Publishers: UK.
  8. Lewis, A., & Norwich, B. (2005). Special Teaching for special children: a pedagogy for inclusion. Open University Press: Berkshire, England.
  9. Ljusberg, A. (2011). The structured classroom. International Journal of Inclusive Education, 15(2), 195 210.
  10. Maxwell, G., Alves, I., & Granlund, M. (2012). Participation and environmental aspects in education and the ICF and the ICF-CY: Findings from a systematic literature review. Developmental Neurorehabilitation, 15(1), 6378.
  11. McGhie- Richmond, M., Underwood, K., & Jordan, A. (2007). Developing Effective Instructional Strategies for Teaching in Inclusive Classrooms. Exceptionality Education, 17, (1), 27-52.
  12. Miner, C. A. & Bates, P. E. (1997). Person-Centered Transition Planning. Teaching Exceptional Children 30 (1), pp. 66-69
  13. Sanches-Ferreira, M. & Ribeiro dos Santos, M. (1994). Aprender a Ensinar, Ensinar a Aprender. Edições Afrontamento: Porto. (3a Edição em 2000).
  14. Sanches- Ferreira, M. (2007). Educação Especial Educação Regular, Uma História de Separação. Afrontamento: Porto. (Capítulos 1,2 e 3)
  15. Simeonsson, R. J. (2006). Defining and Classifying Disability in Children. Workshop on Disability in America. The National Academies Press.
  16. Soriano, V. (2006). Planos Individuais de Transição: Apoiar a Transição da Escola para o Emprego. Middelfart: European Agency for Development in Special Needs Education
  17. Thompson, J. Hughes, C., Schalock, R. L., Silverman, W., Tassé, M. J., Bryant, B., et. al (2002). Integrating Supports in Assessment and Planning. Mental Retardation, 40 (5), pp. 390-405
  18. Thompson, J. R. , Bryant, B. R., Campbell, E. M., Craig, E. M., Hughes, C. M., Rotholz, D. A. et al. (2004). Supports Intensity Scale users manual. Washington DC: American Association on Mental Retardation
  19. Thompson, J., Kilbane, J. & Sanderson, H. (2008). Person Centred Practice for Professionals. Berkshire: Open University Press
  20. Thompson, J., Wehmeyer, M. & Hughes, C. (2010). Mind the Gap! Implications of a Person-Environment Fit Model of Intellectual Disabilty for Students, Educators and Schools. Exceptionality, 18(1), pp 1-14
  21. Witeneck, G. (2006). Conceptual Models of Disabiltiy: Past, Present, and Future. Workshop on Disability in America. The National Academies Press