Accreditations
Programme Structure for 2024/2025
The Convention on the Rights of Persons with Disabilities and National and International Public Policies for the Inclusion of People with Disabilities
Ob1 - Diagnosing the issues of Human Rights, Social Inclusion, Disability and Integration and Inclusion Policies for People with Disabilities;
Ob2 - To interpret the dimensions that promote inclusion in public policies;
Ob3 - Elaborate social insertion programmes/plans for people with disabilities;
Ob4 - To apply the specific guidelines of the conventions concerning disability in the social integration plans for people with disabilities;
Ob5 - Plan sustainable strategies for the social integration of people with disabilities based on human rights and cultural diversity.
I - The conventions and human rights on people with disabilities:
a) Concepts and technical language;
b) Social Protection, Citizenship and Independent Living;
c) Access to rights: barriers and opportunities;
d) The cultural dimension of disability in the ethical-political field.
II- Human rights and public policies for people with disabilities:
a) Well-being and quality of life of the person with disability;
b) Potentialities of public policies for the promotion of an integration programme for people with disabilities;
c) Strategies and models based on the principle of interprofessionality.
III - Collaborative methodologies for the inclusion of people with disabilities:
a) Integrated approaches to the integration of people with disabilities based on the Eco-bio- psycho-social principle;
b) Inclusion, psychosocial rehabilitation and social integration of the person with disability;
c) Disability and Social Innovation.
The curricular unit applies the periodic assessment regime, consisting of individual written work on a program theme. Alternatively, or in case of failure in the periodic evaluation, the evaluation will consist of a final written exam that will focus on all the subjects of the program.
BibliographyTitle: -Rodrigues, Maria de Lurdes (Coord.) (2014). Exercícios de Análise de Políticas Públicas. INCM ISCTE ? Instituto Universitário de Lisboa.
- Sousa, Liliana, and Sofia Rodrigues. 2012. The collaborative professional: Towards empowering vulnerable families. Journal of Social Work Practice 26: 411?25..
- Saar-Heiman, Yuval, Michal Krumer-Nevo, and Maya Lavie-Ajayi. 2017. Intervention in a real-life context: therapeutic space in poverty-aware social work. British Journal of Social Work 48: 321?38.
-Evenboer, K. Els, Sijmen A. Reijneveld, and Danielle E. M. Jansen. 2018. Improving care for multiproblem families: Context-specific effectiveness of interventions. Children and Youth Services Review 88: 274?85.
-Drisko, James. 2017. Active collaboration with clients: An underemphasized but vital part of evidence-based practice. Social Work 62: 114?21.
- Convenção dos Direitos das Pessoas com Deficiência: https://www.inr.pt/convencao-sobre-os-direitos-das-pessoas-com-deficiencia.
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Title: -Sousa, Liliana, and Tânia Costa. 2010. The multi-professional approach: Front-line professionals? behaviours and interactions. International Journal of Social Welfare 19: 444?54. doi:10.1111/j.1468-2397.2009.00693x.
--Sousa, Liliana, Cláudia Ribeiro, and Sofia Rodrigues. 2007. Are practitioners incorporating a strengths-focused approach when working with multi-problem families? Journal of Community & Applied Social Psychology 17: 53?66. doi:10.1002/casp.875.
-Pereirinha, José. A. (2008) Política Social. Formas de Actuação no Contexto Europeu. Lisboa. Ed. Universidade Aberta.
-Pereirinha, José. A. (1997) Welfare States and anti-povrety regimes: the case of Portugal.in Southern European Welfare States. Between crisis and reform. Rhodes, M (ed). 198-239. Londres. ED. Frank Cass.
-Nascimento, P e F, Melazzo E S (2013), ?Território: Conceito estratégico na assistência social?, Serviço Social em Revista, VoL. 16, Nº.1, 66-88, Universidade Federal de Londrina, Londrina
- Mondolfo, P. (2005). Conduire le développement social, Paris, Dunod.
- Lee, Judith A. B. (2001), The Empowerment Approach to Social Work Practice. New York. Columbia University Press.
- Lavee, Einat, and Roni Strier. 2018. Social workers? emotional labour with families in poverty: Neoliberal fatigue? Child & Family Social Work 23: 504?12. doi:10.1111/cfs.12443 1221. doi:10.3389/fpsyg.2017.01221.
-Ferreira, J.; Rocha, H.B.; Ferreira, P.; Perez, P. A. (2016) Derechos Humanos y Justicia Social en la formacion en trabajo social , Enrique Pastor Seller, Esther Raya Diez Trabajo social, derechos humanos e innovación social, DUO Estudios Aranzadi (junho, 2016) - ISBN: 978-84-9135-059-0
- Bachler, Egon, Alexander Fruehmann, Herbert Bachler, Benjamin Ass, Marius Nickel, and Guenter K. Schiepek. 2017. Patterns of change in collaboration are associated with baseline characteristics and predict outcomes and dropout rates in treatment of multi-problem families. A validation study. Frontiers in Psychology 8:
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Disability and Society: Visions, Models and Approaches
Students who successfully complete this UC will be able to:
OA1. To Know, chronologically and conceptually the evolution of the main models/paradigms in the field of disability studies;
OA2. Understand the breadth of the concept of inclusion as opposed to the concept of segregation and social exclusion (total or partial), relating them to practices established in society and at public policies level;
OA3. To know, in general, the evolution of public policies in the field of disability (at international, European and national levels), relating them to the conceptual approaches learned in OA1.
OA4. Identify and discuss the main issues facing people with disabilities for the full realization of their human and citizenship rights;
OA5. To mobilise methodologically the main indicators, measures and categorisations in disability scope;
OA6. To know the main trends in disability public policies.
CP1. Disability studies: models, approaches,
perspectives of analysis and current debates.
CP2. History of discrimination, prejudice and stigma
CP3. Inclusion, discrimination and disability: theories and concepts.
CP4. International, european and national public policies on disability.
CP5. Self-determination, self-representation, empowerment and quality of life.
CP6. Human rights and disability: the role of the UN Convention on public policies.
CP7. Human rights and support services: challenges for the present and the future.
CP8. Citizenship and social participation.
CP9. Disability studies and statistical data.
The curricular unit applies the periodic assessment regime, consisting of individual written work on a program theme. Alternatively, or in case of failure in the periodic evaluation, the evaluation will consist of a final written exam that will focus on all the subjects of the program.
BibliographyTitle: Sousa, J. et al (2007). Mais Qualidade de Vida para as Pessoas com Deficiências e Incapacidades, CRPG, Vila Nova de Gaia.
Oliver, M. (1996), Understanding Disability: From Theory to Practice, Basingstoke, Palgrave.
Nogueira, José Miguel (2019). As políticas públicas e a qualidade de vida das famílias com crianças com autismo: o caso da intervenção precoce na infância. Tese de doutoramento. ISCTE-IUL, Lisboa. www.http://hdl.handle.net/10071/18539.
INR (2009), Convenção Sobre os Direitos das Pessoas com Deficiência e Protocolo Opcional (tradução para português do documento da ONU), INR, Lisboa.
Capucha, Luís (2010), Inovação e Justiça Social: Políticas Activas Para a Inclusão Educativa, Sociologia, Problemas e Práticas, 63, pp. 25-50.
Barnes, C. & G Mercer (2003), Disability, Cambridge, Polity Press.
Abberley, P. (1987). The concept of oppression and the development of a social theory of disability, Disability, Handicap and Society, 2, 1.
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Title: WHO&WB, (2011) World Report on Disability, WHO Press.
Waddington, L & A Broderick (2020), The Post-2020 European Disability Strategy, Brussels, European Union.
Veiga, Carlos (2006), As Regras e as Práticas: factores organizacionais e transformações na política de reabilitação profissional das pessoas com deficiência, Lisboa, SNRIPD.
Van Campen, C, and M van Santvoort (2013), ?Explaining Low Subjective Well-Being of Persons with Disabilities in Europe: The Impact of Disability, Personal Resources, Participation and Socio-Economic Status?, Social Indicators Research, 111: 839?854.
United Nations (2020), United Nations Disability Inclusion Strategy, New York, UN.
UN DESA (2019), Disability and Development Report 2018, United Nations
Sousa, J, JL Casanova, P Pedroso, et al. (2007). Elementos de Caracterização da População com Deficiências e Incapacidades em Portugal, Arcozelo, CRPG e ISCTE.
Shifrer, D (2013), ?Learning Disabilities and Inequality?, Sociology Compass, 7: 656-669.
Sen, A (2009), The Idea of Justice, Cambridge (Mass.), Harvard University Press.
Seale, J (2019), ?Wilderness and resistance: illuminating the digital inequalities experienced by adults with learning disabilities between 1970 and 1999?, Disability & Society, 34(9-10: 1481-1503.
Shandra, C (2018), Disability as Inequality: Social Disparities, Health Disparities, and Participation in Daily Activities, Social Forces, 97.
Portugal, Sílvia et al (2010). Estudo de Avaliação do Impacto dos Custos Financeiros e Sociais da Deficiência ? Relatório Final, in www.ces.uc.pt/nucleos/postrade/pages/en/publications.php.
Pedroso, P & Alves, T (2015). Deficiência e desigualdade no acesso ao mercado de trabalho, Mundos Sociais.
Olivier, M. (1990). The Politics of Disablement, Basingstoke Macmillans.
Olivier, M. (1986). Social policy and disability: some theoretical issues, Disability, Handicap and Society, nº 1, pp. 5-18.
ODDH (2015). Relatório Paralelo sobre a Monitorização dos Direitos das Pessoas com Deficiência em Portugal, ODDH.
Nogueira, José Miguel, TELMO, Isabel Cottinelli, SALVADO, Ana, GODINHO, Rui (2014), A Qualidade de Vida das Famílias com Crianças/Jovens com Perturbação do Espectro do Autismo em Portugal, diagnóstico e impactos sociais e económicos, FPDA, Lisboa.
Nogueira, José Miguel, SALVADO, Ana, GODINHO, Rui (2013), A Qualidade de Vida das Famílias com Crianças/Jovens com Perturbação do Espectro do Autismo a Residir no Distrito de Setúbal, APPDA-Setúbal, Setúbal.
Montgomery, T and B Simone (2020), ??Nothing about us without us?: organizing disabled people?s solidarity within and beyond borders in a polarized age?, Social Movement Studies, DOI: 10.1080/14742837.2020.1770069.
Jajtner, KM, S Mitra, C Fountain, et al. (2020), ?Rising Income Inequality Through a Disability Lens: Trends in the United States 1981?2018?, Social Indicators Research, 151: 81?114.
Hughes, B (2020). A Historical Sociology of Disability. Human Validity and Invalidity from Antiquity to Early Modernity, London, Routledge.
Hollomotz, A (2012), ?Disability, Oppression and Violence: Towards a Sociological Explanation?, Sociology, 47(3):477-493.
Gonçalves, J, and Nogueira, J.M. (2013), O Emprego das Pessoas com Deficiência, Uma Abordagem pela Igualdade de Oportunidades, Lisboa, GEP-MSESS.
Fontes, F. (2016), Pessoas com deficiência e políticas sociais em Portugal. FFMS, Lisboa.
Fontes, F, and e BS Martins (2015). ?Deficiência e Inclusão Social. Os Percursos da Lesão Medular em Portugal?, Sociologia, Problemas e Práticas, 77: 153-172.
Fontes, F (2009), ?Pessoas com deficiência e políticas sociais em Portugal: da caridade à cidadania social?, Revista Crítica de Ciências Sociais, 86: 73-83.
Finkelstein V. (2001). The Social Model Repossessed. Leeds: University of Leeds.
European Foundation Centre (2013), Assessing the Impact of European Governments? Austerity Plans on the Rights of People with Disabilities, Brussels, EFC.
CRPG (2007b). Metodologia de Avaliação de impactos ? Modelização das Políticas e das Práticas das Pessoas com Deficiência em Portugal, in www.crpg.pt.
CRPG (2007a). Qualidade de Vida ? Modelo Conceptual ? Modelização das Políticas e das Práticas das Pessoas com Deficiência em Portugal, in www.crpg.pt, consultado a 01-05-2013.
Capucha, Luís & Nogueira, José Miguel (2014). Educação Especial em Portugal, os últimos 40 anos, in RODRIGUES, Maria de Lurdes (Cord), 40 anos de Políticas de Educação em Portugal, Volume 1 ? A Construção do Sistema Democrático de Ensino, Almedina, Coimbra.
Capucha, L (2007), ?Pobreza e exclusão social?, in MD Guerreiro, AC Torres e L Capucha (orgs.), Quotidiano e Qualidade de Vida (Portugal no Contexto Europeu, vol. III), Lisboa, Celta: 175-194.
Capucha, Luís et al (2005b) ? Estudo de Avaliação da Qualidade e Segurança das Respostas Sociais na Área da Reabilitação das Pessoas com Deficiências. Lisboa, CIES-IESE, DGEEP-MTS.
Capucha, Luís (2005a), Desafios da Pobreza, Oeiras, Celta Editora.
Capucha, Luís, et al (2004). Os impactos do Fundo Social Europeu na Reabilitação Profissional de Pessoas com Deficiência em Portugal, Vila Nova de Gaia, Edições Centro de Reabilitação Profissional de Gaia.
Barnes, C. et al. (2002). Disability Studies Today. Cambridge: Polity (eds.).
Banks, LM et al (2020). Disability-inclusive responses to COVID-19: lessons learnt from research on social protection in low- and middle-income countries, World Development
Bates, K, D Goodley, and K Runswick-Cole (2017), ?Precarious Lives and Resistant Possibilities: The Labour of People with Learning Disabilities in Times of Austerity?, Disability & Society, 32 (2): 160?175.
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Foundations of Social Policy
It is intended that students become familiar with the theories and issues related to the object of the CU, learning or deepening contact with classical and contemporary authors, thus developing more general theoretical knowledge and analytical skills inspecific issues of the fundamentals of social policies while public policies. Students must prove, in the end, high levels of knowledge and ability to analyze the issues addressed.
ProgramOne. Social policies in historical perspective
What is the Welfare State?
Historical Roots
Distinguishing features
2nd. Theories of emergence of the welfare state
a. The functionalist approaches
b. The political mobilization
c. Political legitimation of capitalism
d. institutionalism
3rd. Diversity of welfare state and welfare regimes
a. institutional and political diversity
i. Politics against markets: decommodification and defamiliarization
ii. The varieties of capitalism
iii. Limits of typological analyzes
b. European integration and social policies
i. The European Social Model
ii. Europeanization and the OMC European
iii. The specificity of the Portuguese case
4th. The institutional and political resilience of the welfare state
a. Why do the welfare states not change or change so little ?
b. Stressors, sources of change and reform proposals
Evaluation aims to (i) assess the extent to which the student has achieved learning outcomes (knowledge and skills) objectives set out in (ii) and will consist of an individual paper with a maximum of 10 pages.
Title: Wallace, Helen and William Wallace, Policy-Making in the European Union. Oxford: OUP.
Silva, Pedro Adão e (2011), ?The Europeanisation of social policies in Portugal? in The Portuguese Journal of Social Science; Vol 10, No 1. pp.3-22.
Hemerijck, Anton (2011), Hemerijck, Anton, Changing Welfare States. Oxford: OUP. chapter 7.
Hantrais, Linda (2000), Social Policy in the European Union. London: Macmillan Press.
Goodin, Robert E.; Bruce, Headey, Ruud Muffels and Henk-Jan Dirven (1999), The Real Worlds of Welfare Capitalism. Cambridge: Cambridge University Press. Part I (3).
Esping-Andersen, Gøsta (1990), The Three Worlds of Welfare Capitalism, Cambridge: Polity Press.
Castles, Frank G., Stephan Leibfried, Jane Lewis, Herbert Obinger e Cristopher Pierson (eds.) (2010) The Oxford Handbook of the Welfare State. Oxford: OUP.
Capucha, Luís (2005), Desafios da Pobreza, Oeiras, Celta Editora.
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Title: Silva, Pedro Adão e (2010), ?O futuro da política social europeia: entre eficácia e normatividade? in Sociedade e Trabalho, nº40. pp.65-78.
Silva, Pedro Adão e (2002), ?O modelo de welfare da Europa do Sul: reflexões sobre a utilidade do conceito? in Sociologia ? Problemas e Práticas, nº38. Oeiras: Celta Editora.
Pierson, Paul (2000), ?Three worlds of welfare research? in Comparative Political Studies, 6-7. pp.791-821.
Pierson, Paul (2001) (ed.), The New Politics of the Welfare State. Oxford: Oxford University Press.
Pierson, Christopher (1998), Beyond the Welfare State ? the new political economy of welfare. Polity Press (2nd edition).
Mozzicafreddo, Juan (1997), Estado Providência e Cidadania em Portugal, Oeiras, Celta Editora.
Kleinnman, Mark (2002), A European Welfare State? ? European Union Social Policy in Context. Hampshire: Palgrave.
Hancké, Bob; Martin Rhodes and Mark Thatcher (eds), Beyond Varieties of Capitalism: Conflict, Contradictions, and Complementarities in the European Economy. Oxford: OUP.
Hall, Peter and Rosemary Taylor (1996), ?Political science and the three new institutionalisms? in Political Studies. XLIV, 936-957.
Hall, Peter A. and David Soskice (eds) (2001), Varieties of Capitalism: The Institutional Foundations of Comparative Advantage. Oxford: OUP.
Ferrera, Maurizio; Anton Hemerijck e Marin Rhodes (2000), O Futuro da Europa Social. Oeiras: Celta Editora.
Esping-Andersen, Gøsta (1999), Social Foundations of Postindustrial Economies. Oxford: Oxford University Press.
Baldwin, Peter (1990), The Politics of Social Solidarity: Class Bases of the European Welfare State. Cambridge, Cambridge University Press.
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General Policies and Sectoral Policies for the Inclusion of People with Disabilities I: Education, Training and Employment Policies.
- To understand the evolution of Education, Training and Employment policies for people with disabilities, with relevance to the transnationalization of these policies;
-Develop the capacity for analysis and criticism of policies for the inclusion of people with disabilities in the areas of Education, Training and Employment
-Consolidating knowledge for the design and implementation of policies for the inclusion of people with disabilities in Education, Training and Employment at technical and instrumental level
1. Historical developments and current trends in policies for the inclusion of people with disabilities in Education, Training and Employment
2. The policy framework for the inclusion of people with disabilities in education, training and employment in the international context
3. Policies for people with disabilities in Education, Training and Employment: Inclusion and Emancipation?
4. Challenges in inclusive education, training perspectives and labour market insertion
5. Policy implementation: Good practice in including people with disabilities in Education, Training and Employment
The curricular unit applies the periodic assessment regime, consisting of individual written work on a program theme. Alternatively, or in case of failure in the periodic evaluation, the evaluation will consist of a final written exam that will focus on all the subjects of the program.
BibliographyTitle: Pedroso, Paulo (coord), (2008), Modelos de Protecção Social na Incapacidade ? Um Desafio Estrutural na Integração das Pessoas com Deficiência e Incapacidade ? Relatório Final
Martins, B. S. & Fontes, F. (2016). Deficiência e emancipação social. Para uma crise da normalidade. Almedina.
French, Sally (2011), Working with Disabled People in policy and practice, Palgrave Macmillan
Fontes, F. (2016) Pessoas com deficiência em Portugal, Lisboa, Fundação Francisco Manuel dos Santos
Fontes, F. (2009). Pessoas com deficiência e políticas sociais em Portugal: Da caridade à cidadania social, Revista Crítica de Ciências Sociais, 86, 73-93.
European Comission (2018). Access to quality education for children with special educational needs. European Platform for Investing in Children (EPIC)
Broderick, A. (2019). International and European Disability Law and Policy: Text, Cases and Materials (Law in Context), Cambridge University Press
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Title: Warnock Report (1978) Special Educational Needs: Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. Disponível em: http://www.educationengland.org.uk/documents/warnock/warnock1978.html#00a
UNESCO (2005). Orientações para a inclusão: Garantindo o Acesso à Educação para Todos. Disponível em: https://apcrsi.pt/dossiers_old/inclusao/orientacoes_para_a_inclusao_unesco.pdf
UNESCO (1994). Declaração de Salamanca. Disponível em: http://www.pnl2027.gov.pt/np4Admin/%7B$clientServletPath%7D/?newsId=1011&file Name=Declaracao_Salamanca.pdf
Portugal, Sílvia; Alves, Joana Pimentel; Ramos, Luís Moura; Martins, Bruno Sena; Hespanha, Pedro (2014), ?Os custos da deficiência: Uma avaliação para as políticas públicas e as famílias?, in Hernâni Veloso Neto e Sandra Lima Coelho (orgs.), Responsabilidade Social, Respeito e Ética na Vida em Sociedade. Porto: Civeri, 93-119.
Pinto, Paula Campos (2018). From Rights to Reality: Of Crisis, Coalitions, and the Challenge of Implementing Disability Rights in Portugal, Social Policy and Society, 17(1): 133-150. (online) Disponível em: https://www.cambridge.org/core/services/aop-cambridge-core/content/view/99851CAB57B130D348391C8E499EFF94/S1474746417000380a.pdf/from_rights_to_reality_of_crisis_coalitions_and_the_challenge_of_implementing_disability_rights_in_portugal.pdf
ODDH (2019). Pessoas com deficiência em Portugal- Indicadores de Direitos Humanos 2019. ISCSP.: http://oddh.iscsp.ulisboa.pt/index.php/pt/2013-04-24-18-50-23/publicacoes-dos-investigadores-oddh/item/442-relatorio-oddh-2019
Neto, A., Ávila, É., Sales, T., Amorim, S., Nunes, A., & Santos, V. (2018). Educação inclusiva: uma escola para todos. Rev. Educação Especial, 31 (60), 81-88. http://dx.doi.org/10.5902/1984686X
Maset, P. (2011). Aulas Inclusivas e aprendizagem cooperativa. Em David Rodrigues (org.), Educação Inclusiva dos conceitos às práticas de formação (2.ª ed.). Instituto Piaget, Horizontes Pedagógicos
Garner, P. 2009. Special educational needs: the key concepts. London: Routledge
Garcia, E. et al (2015), Disability and Human Rights: Global perspectives, Palgrave
Frederickson, N. and Cline, T. 2015. Special educational needs, inclusion and diversity [Online] 3rd ed Maidenhead: Available from: https://leeds.primo.exlibrisgroup.com/permalink/44LEE_INST/5rdkl9/alma991010770639705181
DGE, (2018). Para uma Educação Inclusiva ? Manual de apoio à prática, Ministério da Educação/Direção-Geral da Educação (DGE). Barnes, C. et al (2011) Exploring Disability, Cambridge, Polity Press
Armstrong, F. (2014). Educação inclusiva: culturas escolares, ensino e aprendizagem. Em Felicity Armstrong e David Rodrigues (org.), A educação nas escolas (pp. 13-29). Fundação Francisco Manuel dos Santos.
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Design, Management and Evaluation of Public Policy
- Acquisition of theoretical and methodological knowledge of the link between planning, evaluation and public policies;
- Acquisition of methodological and technical-operative knowledge about the methods and contents of the main phases of a public policy design methodology;
- Acquisition of methodological and technical-operational knowledge on the main procedures that must accompany the design and execution of an evaluation exercise.
MODULE 1. CONCEPTUALIZATION AND SYSTEMIC VISION
1.1. Public policies concept operationalization
1.2. Systemic approach
1.3. Program theory
1.4. Theory of change
1.5. Logical models
1.6. Ethics
MODULE 2. OPERATIONAL DESIGN FRAMEWORK
2.1. Diagnosis and priorities selection
2.2. Strategy design
2.3. Action plan
MODULE 3. EVALUATION OPERATIONAL FRAMEWORK
3.1. Concepts, contexts and functions
3.2. Evaluand, evaluation questions and dimensions
3.1. Roadmaps for evaluation design
The course evaluation, in continuous modality, is through a work group and an individual report. The final grade will be obtained using the following weighting:
- Group work - 70% of the final grade;
- Individual report - 30% of the final grade.
The course does not include a written exam. Alternatively, the evaluation can be carried out by submitting the two elements provided for in the continuous evaluation modality, presented only on an individual basis. These evaluation elements must be completely original and cannot be evaluated, in whole or in part, at any time.
Title: Capano, G., Howlett, M., Ramesh, M & Virani, A., (2019) “Making policies work: First- and second-order mechanisms in policy design”, Edward Elgar Publishing
Chow, J., (2020)“Strategic policy design: a practitioner's guide to statecraft”, Routledge
Dudley, J., (2020)“Social work evaluation: enhancing what we do”, Oxford University Press
Grinnell, R., Gabor, P. & Unrau, Y., (2019)“Program evaluation for social workers: foundations of evidence-based programs”, Oxford University Press
Peters, B. & Fontaine, G. (eds.), (2022)“Research handbook of policy design”, Edward Elgar.
Rossi, P., Lipsey, M. & Henry, G. (2019). Evaluation: a systematic approach. (8th. Ed.). London: Sage.
Rubin, A., (2020)“Pragmatic program evaluation for social work: an introduction”, Cambridge University Press
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Title: "Avaliação de Políticas Públicas (programas sociais)
Dudley, J. (2020). Social work evaluation: enhancing what we do. (3rd Ed.). New York: Oxford University Press.
Grinnell, R. & Unrau, Y. (2018). Social work research and evaluation. (7th. Ed.). Oxford: Oxford University Press.
Grinnell, R., Gabor, P. & Unrau, Y. (2019). Program evaluation for social workers: foundations of evidence-based programs. (8th. Ed.). Oxford: Oxford University Press.
Rubin, A. (2020). Pragmatic program evaluation for social work: an introduction. Cambridge: Cambridge University Press.
Unrau, Y. A., Gabor, P. A., & Grinnell, R. M. (2007). Evaluation in social work: The art and science of practice. (4th. Ed.). Oxford University Press.
Avaliação de Políticas Públicas (em geral)
Alegre, M., Farré, M., Sabes-Figuera, R. & Todeschini, F. (2017). Guia pràctica d?avaluació de programes del tercer sector social. Barcelona: Ivàlua.
Altschuld, J. & Engle, M. (eds.) (2015). Accreditation, certification, and credentialing: relevant concerns for U.S. evaluators. Danvers: Wiley Periodicals.
Baiz, A. (et. al.) (2019). Vingt ans d?évaluationsd?impact en France et à l?étranger: Analyse comparéedes pratiques dans six pays. Document de travail n.º 16. France Stratégie.
Bakken, L. (2018). Evaluation practice for collaborative growth: a guide to program evaluation with stakeholders and communities. Oxford: Oxford University Press.
Barrett, N. (2016). Program evaluation: a step-by-step guide. Springfield: Sunnycrest Press.
Befani, B. (2016). Pathways to change: Evaluating development interventions with qualitative comparative analysis (QCA). Report for the Expert Group for Aid Studies, Report 05/16. Stockholm: EBA.
Bono, P. (et. al.) (2018). Vingt ans d?évaluations d?impacten France et à l?étranger. Document de travail n.º 6. France Stratégie.
Burch, P. & Heinrich, C. (2016). Mixed Methods for policy research and program evaluation. Thousand Oaks: Sage.
Byrne, D. (2016). Qualitative comparative analysis: a pragmatic method for evaluating intervention. Surrey: Centre for the Evaluation Complexity Across the Nexus.
Casillas, C., García, L. & Macía, M. (2020). Guía de evaluabilidad de intervenciones públicas. Madrid: Ministerio de Política Territorial y Función Pública.
Casillas, C., García, L., Lago, E. & Macía, M. (2020). Guía de evaluación de implementación de políticas públicas. Madrid: Ministerio de Política Territorial y Función Pública.
Casillas, C., Macía, M. & Rico, J. (2020). Guía de evaluación de diseño de políticas públicas. Madrid: Ministerio de Política Territorial y Función Pública.
Chan, K., Nguyen, T. & Tran, T. (2018). Developing cross-cultural measurement in social work research and evaluation. (2nd. Ed.). Oxford: Oxford University Press.
Chiappini, H. (2017). Social impact funds: definition, assessment and performance. London: Palgrave Macmillan.
Chouinard, J. & Cram, F. (2019). Culturally responsive approaches to evaluation: empirical implications for theory and practice. Thousand Oaks: Sage.
Chyung, S. (2018). 10-Step Evaluation for Training and Performance Improvement. Thousand Oaks: Sage.
Cousins, J. (2019). Collaborative approaches to evaluation: principles in use. Thousand Oaks: Sage.
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Ruiz, A. (coord.) (2015). Guía práctica para el diseño y la realización de evaluaciones de políticas públicas. Madrid: Agencia Estatal de Evaluación de las Políticas Públicas y la Calidad de los Servicios.
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Planeamento de Políticas Públicas
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Research Design
At the end of the CU students should be able to:
1) recognize and use different types of methodological strategies, mastering its theoretical, methodological and technical requirements, in order to make adequate choices;
2) identify central problems in research design, from problem definition to conceptualisation, operationalization, observation and proposal writing;;
3) write a research and/or intervention project proposal.
1. Research as a producer of knowledge to know and/or to intervene.
1.1. Empirical research as theoretically oriented.
1.2. Research as problem solving: diagnosis, evaluation, intervention.
1.3. Ethics in different types of research.
2. How to design a research project and/or intervention.
2.1. Formulation of the problem and definition of objectives.
2.2. Conceptualization.
2.3. Operationalization and observation.
2.4. Project's design.
3. Methodological strategies.
3.1. Adequacy of the methodological strategies to the objectives of tthe research.
3.2. Extensive research: large surveys, statistical databases, etc..
3.3. Intensive research: case studies, field research, participant observation, ethnographic approach, etc.
3.4. Action research and social intervention.
3.5. Comparative research: objectives and problems of comparison.
3.6. Mixed methods.
The learning process proceeds trough theoretical-practical classes, seminar presentations and debate (which are given prevalence), tutorials and students' autonomous work.
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Evaluation along the semester, comprising the following components:
(a) Class participation and presentation of the research and/or intervention project (35%)
b) Final written work: research project and/or intervention (65%).
OR
Final assessment, consisting of a final written work: research project and/or intervention, complemented with an oral discussion, if the teacher considers necessary (100%).
The evaluation of this course does not include a final exam.
Non-Governmental Organizations and Organizations Representatives of Persons with Disabilities: Quality of Responses and Participation
Students who successfully complete this UC will be able to:
OA1. To know the evolution of the role of non-governmental organizations and organizations representing people with disabilities in promoting the human rights of this target group;
OA2. Understand the influence and role of non-governmental organizations in the design and evolution of public policies in the scope of disability;
OA3. Relate the design and implementation of the main social responses promoted by organizations, with the biomedical, social, and relational approaches on disability;
OA4. Problematize how the concepts of self-determination, self-representation and empowerment are present in the practices of organizations, identifying good practices and aspects of improvement;
OA5. Understand the concepts of "inclusive social responses", "community-based responses" and "people-centred policies";
OA6. Know the main future challenges facing organizations in this area.
CP1. History and role of organizations in promoting the rights of people with disabilities;
CP2. The role of organizations in the design of public policies;
CP3. Representative organizations and organizations providing services to people with disabilities;
CP4. Social responses and quality of life;
CP5. Self-determination, self-representation, empowerment and support services: perspectives for analysis and current debates.
CP6. Inclusive social responses, community-based responses and people-centred policies;
CP7. Human rights and innovation in support services for people with disabilities: good practices.
The curricular unit applies the periodic assessment regime, consisting of individual written work on a program theme. Alternatively, or in case of failure in the periodic evaluation, the evaluation will consist of a final written exam that will focus on all the subjects of the program.
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Capucha, Luís, et al (2004). Os impactos do Fundo Social Europeu na Reabilitação Profissional de Pessoas com Deficiência em Portugal, Vila Nova de Gaia, Edições Centro de Reabilitação Profissional de Gaia.
Bigby C & Fyffe C. (2006). Tensions between institutional closure and deinstitutionalisation: what can be learned from Victoria?s institutional redevelopment? Disabil Soc 21:567?81.
Berg, Susan (2004), Personal Assistance and Social Reform Acoording to the Swedish Model of Disability: a qualitative analysis of the 1994 Reform, Centre of Disability Studies, University of Leeds, www.disability-archive.leeds.ac.uk.
Beadle-Brown J, Mansell J, Kozma A. (2007) Deinstitutionalization in intellectual disabilities. Curr Opin Psychiatry; 20:437?42.
Barnes, C. et al. (2002). Disability Studies Today. Cambridge: Polity (eds.).
Abery, B., & Fahnstock, M. (1994). Enhancing the social inclusion of persons with developmental disabilities. In M. Hayden & B. Abery (Eds.). Challenges for a service system in transition: Ensuring quality community experiences for persons with developmental disabilities (pp. 345? 380). Baltimore, MD: Paul H. Brookes.
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General Policies and Sectoral Policies for the Inclusion of People with Disabilities III
At the end of the course, the student will be able to:
LO 1. Be familiar with the concepts and language of public policy for social protection and participation of persons with disabilities
LO 2. Evaluate public policy development alternatives in different contexts and objectives
LO 3. Discuss the Portuguese experience in the studied public policy domains
0. Social citizenship, inclusion, and disability
1. Social protection
1.1 Social benefits
1.2 Technical aids
1.3 Personal services
2. Participation policy
2.1 Local policy and territorialization of policies
2.2 Eradication of physical and environmental barriers
2.3 Training and functional qualification
2.4 Digital inclusion
2.5 Civic and political participation
The curriculum unit applies the system of periodic a The curricular unit applies the periodic assessment regime, consisting of individual written work on a program theme. Alternatively, or in case of failure in the periodic evaluation, the evaluation will consist of a final written exam that will focus on all the subjects of the program.
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Turk, Margareth & Mudrick, Nancy (2012), Rehabilitation interventions, London, Sage
Scotch, R. K. (2000). Disability policy: An eclectic overview. Journal of Disability Policy Studies, 11(1), 6-11.
Roulstone, A., & Prideaux, S. (2012). Understanding disability policy. Policy Press.
Halvorsen, R., Hvinden, B., Bickenbach, J., Ferri, D., & Rodriguez, A. M. G. (Eds.). (2017). The Changing Disability Policy System: Active Citizenship and Disability in Europe Volume 1. Taylor & Francis.
Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. Sage Publications.
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Title: Tsatsou, P. (2020). Digital inclusion of people with disabilities: a qualitative study of intra-disability diversity in the digital realm. Behaviour & Information Technology, 39(9), 995-1010.
Rocha, E. F., & do Carmo Castiglioni, M. (2005). Reflexões sobre recursos tecnológicos: ajudas técnicas, tecnologia assistiva, tecnologia de assistência e tecnologia de apoio. Revista de Terapia Ocupacional da Universidade de São Paulo, 16(3), 97-104.
Pinto, P. C. (2018). Por uma sociologia pública: repensar a deficiência na ótica dos direitos humanos. Análise Social, (229), 1010-1035.
Pinto, P. C. (2011). Family, disability and social policy in Portugal: Where are we at, and where do we want to go?. Sociologia On Line, 39-60.
Pimentel, S. C., & Pimentel, M. C. (2017). Acessibilidade para inclusão da pessoa com deficiência: sobre o que estamos falando?. Revista da FAEEBA-Educação e Contemporaneidade, 26(50), 91-103.
Pickles, C., & Titley, H. (2016). Working welfare : a radically new approach to sickness and disability benefits. Reform. February.
MacLachlan, M., Banes, D., Bell, D., Borg, J., Donnelly, B., Fembek, M., ... & Hoogerwerf, E. J. (2018). Assistive technology policy: a position paper from the first global research, innovation, and education on assistive technology (GREAT) summit. Disability and Rehabilitation: Assistive Technology, 13(5), 454-466.
Macdonald, S. J., & Clayton, J. (2013). Back to the future, disability and the digital divide. Disability & Society, 28(5), 702-718.
Kintsch, A., & DePaula, R. (2002). A framework for the adoption of assistive technology. SWAAAC 2002: Supporting learning through assistive technology, 1-10.
Jónasdóttir, S. K., & Polgar, J. M. (2018). Services, systems, and policies affecting mobility device users? community mobility: a scoping review: Services, systemes et politiques influencant la mobilite dans la communaute des utilisateurs d?aides a la mobilite: examen de la portee. Canadian journal of occupational therapy, 85(2), 106-116.
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Hassan, T. C. (2017). Taxonomy and Technology Mapping of Mobility Assistance Systems. Technical Report/Hochschule Bonn-Rhein-Sieg University of Applied Sciences, Department of Computer Science.
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Contemporary Social Inequalities
Students who successfully complete this course will be able to:
LO1. Identify the main dimensions and processes of contemporary social inequalities;
LO2. Explain theoretically and illustrate empirically the intersections of inequalities;
LO3. Connect theoretical concepts of social justice and contemporary social inequalities;
LO4. Compare social inequality in developed, emergent, and least developed countries;
LO5. Analyse processes and trends of global inequalities;
LO6. Use methodologically the main indicators, measures, and categorisations of inequality;
LO7. Use online databases with global inequality indicators.
S1. Inequality issues: analytical perspectives and current debates
S2. Theory: social inequalities in globalization context
S3. Methodology: inequality indicators, measures and categories
S4. Resources and opportunity inequalities (income, wealth, education, work)
S5. Vital and existential inequalities (life expectancy and health; gender and ethnic-racial discrimination)
S6. Intersections of inequalities and social mobility
S7. Inequalities, social justice and public policy
S8. Inequalities in Europe: integration or divergence?
S9. Inequalities in the world: cases, trends and comparisons
S10. Human development, global inequalities and climate change
The assessment of the course "Contemporary Social Inequalities" is structured to reflect the development of students' theoretical and practical skills throughout the semester, through a combination of group and individual activities.
The semester-long assessment is divided into three main components:
1. Group Activity (50%)
a. Classroom Presentations on Selected Topics (30%)
• Description: Students select a topic of interest based on the course content. Using resources provided by the professor, they are organised into teams according to their chosen topic. They must prepare a proposal to deepen the topic and discuss it with the professor in a preparatory tutorial, exploring different theoretical and empirical perspectives. Presentations are evaluated based on clarity, organisation, depth of analysis, and ability to respond to questions from peers and the professor.
• Objective: This activity aims to develop research, critical analysis, and communication skills, aligned with learning objectives OA1, OA2, OA4, and OA5. Carrying out this activity necessarily involves being present in class
b. Comments on Peers' Presentations (20%)
• Description: During the presentations, students are encouraged to actively participate by making constructive comments and pertinent questions. This component evaluates students' ability to critique and reflect on their peers' work, promoting a collaborative learning environment. One of the groups is appointed as the debate rapporteur, responsible for producing a report to be sent to the professor and the presenting group.
• Objective: This activity reinforces critical analysis and collaboration skills, aligning with learning objectives OA3 and OA6. Carrying out this activity necessarily involves being present in class
2. Written Test with Consultation (50%)
a. In-depth Study of the Topic Chosen by the Student (50%)
• Description: At the end of the semester, each student takes a written test with consultation, focused on the topic they chose and deepened during the classes. This test evaluates the student's ability to apply the theoretical and methodological knowledge acquired, using resources and electronic databases to support their answers.
• Objective: This component aims to assess the in-depth understanding of the studied topics, synthesis ability, and practical application of knowledge, aligning with learning objectives OA1, OA2, OA3, OA5, OA6, and OA7.
Basic Conditions for Semester-long Assessment
• To pass the course, students must achieve a minimum weighted average of 10 points, with no less than 8 points in any of the assessment components.
Final Assessment (100%)
• Written exame , responding to a prompt defined by the professors.
Title: Wilkinson, R & Pickett, K (2018), The Inner Level, Allen Lane
UNDP (2022), Uncertain times, unsettled lives Shaping our future in a transforming world, Human Development Report 2021-22
Therborn, G (2013), The Killing Fields of Inequality, Polity Press
Stiglitz, JE (2015), The Great Divide, W. W. Norton
Sandel, M. J. (2020), The Tyranny of Merit, London, MacMillan.
Piketty T. (2020) Capital and Ideology. Cambridge (Mass.), Belknap, Harvard.
Milanovic, B (2016), Global Inequality, Belknap
Mauritti, R et al (2016), "The social structure of European inequality", Sociologia, Problemas e Práticas, 81
Costa, AF (2012), Desigualdades Sociais Contemporâneas, Mundos Sociais
Chancel, L et al. (2022), World Inequality Report 2022, World Inequality Lab.
Cantante, F (2019), O Risco da Desigualdade, Almedina
Carmo, RM et al (orgs) (2018), Desigualdades Sociais: Portugal e a Europa, Mundos Sociais
Carmo, RM (2021), Social inequalities: theories, concepts and problematics, SN Social Sciences, 1:116.
Authors:
Reference: null
Year:
Title: Websites com indicadores de desigualdades:
DataLABOR: https://datalabor.pt/
EIGE - European Institute for Gender Equality: https://eige.europa.eu/gender-statistics/dgs
European Social Survey: www.europeansocialsurvey.org
Eurostat: http://epp.eurostat.ec.europa.eu
Gapminder, a fact-based world view: http://www.gapminder.org
Gobal Education Monitoring Report: http://en.unesco.org/gem-report/
Inequality.org: https://inequality.org
Inequality Around the World: http://web.worldbank.org
Inequality Watch: http://inequalitywatch.eu/
Instituto Nacional de Estatística: http://www.ine.pt
International Labour Organization: http://www.ilo.org
Observatório das Desigualdades: http://observatorio-das-desigualdades.com
OECD – Organisation for Economic Co-operation and Development: http://www.oecd.org
https://oxfamilibrary.openrepository.com/
Pordata: http://www.pordata.pt/
UNDP – United Nations Development Programme / Human Development Reports: http://www.hdr.undp.org/
WID – World Inequality Database: https://wid.world/
World Inequality Database on Education: https://www.education-inequalities.org/
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Rodrigues, C. F. (coord.) (2012), Desigualdade Económica em Portugal, Lisboa, FFMS.
Saleiro, S. P. e Oliveira, C, S, (2018), “Desigualdades de (cis e trans)género. Portugal no contexto europeu”, em R, M, Carmo e outros (orgs), Desigualdades Sociais. Portugal e a Europa, Lisboa, Mundos Socais, pp. 131-147.
Sarroeira, R.; Henriques, J.; Sousa, A.M.; Ferreira da Silva, C.; Nunes, N.; Moro, S.; Botelho, M.C. (2023), Monitoring Sensors for Urban Air Quality: The Case of the Municipality of Lisbon. Sensors, 23, 7702. https://doi.org/10.3390/s23187702
Savage, M et al (2015), Social Class in the 21th Century, Pelican
Savage, M. (2021), The Return of Inequality: Social Change and the Weight of the Past, Cambridge, Massachusetts, Harvard University Press.
Silva, P. A.; Carmo, R. M.; Cantante, F.; Cruz, C.; Estêvão, P.; Manso, L.; Pereira, T. S.; Lamelas, F. (2020), Trabalho e desigualdades no Grande Confinamento (II) (Estudos CoLABOR, N.º3/junho de 2020), CoLABOR, Disponível em https://colabor.pt/wp-content/uploads/2020/06/Trabalho-e-Desigualdades-no-Grande-Confinamento-II.pdf
Sen, A. (2009), The Idea of Justice, Cambridge (Mass.), Harvard University Press [(2010), A Ideia de Justiça, Coimbra, Almedina].
Standing, G. (2011), The Precariat, London, Bloomsbury [(2014), O Precariado, Lisboa, Presença].
Silva, S. F., Botelho, M.C., Mauritti, R., Nunes, N., Cabrita, L. & Craveiro, D. (2022). Redução das desigualdades no âmbito da Agenda 2030 da ONU. SOCIOLOGIA ON LINE, 29, 54-89.
Stiglitz, J. E. (2015), The Great Divide, New York, W. W. Norton [(2018), O Fim da Desigualdade, Lisboa, Bertrand].
Stiglitz, J. E. (2012), The Price of Inequality, New York, W. W. Norton [(2013), O Preço da Desigualdade, Lisboa, Bertrand].
Therborn, G. (2020), Inequality and the Labyrinths of Democracy, London.
Therborn, G. (2021), Two epochal turns of inequality, their significance, and their dynamics, Journal of Chinese Sociology, 8, 9. https://doi.org/10.1186/s40711-021-00143-0.
Therborn, G. (2023). The pandemic experience and the post-pandemic world prospects. Thesis Eleven. https://doi.org/10.1177/07255136231188176
Tilly, C. (2005), “Historical perspectives on inequality”, in Mary Romero and Eric Margolis (eds.), The Blackwell Companion to Social Inequalities, Malden, Blackwell: 15-30
Torres, A. (coord.) (2018), Igualdade de Género ao Longo da Vida. Portugal no contexto europeu, Lisboa, FFMS.
UNDP (2019), Beyond income, beyond averages, beyond today: Inequalities in human development in the 21st century, Human Development Report 2019.
Wacquant, L. (2008), Urban Outcasts. A Comparative Sociology of Advanced Marginality, Cambridge, Polity.
Wagner, A.C. (2007), Les Classes Sociales dans la Mondialisation, Paris, La Découverte.
Wilkinson, R. & Pickett, K. (2018), The Inner Level. How More Equal Societies Reduce Stress, Restore Sanity and Improve Everyone’s Well-being, London, Allen Lane.
Wilkinson, R. & Pickett, K. (2009), The Spirit Level. Why More Equal Societies Almost Always Do Better, London, Allen Lane [(2010) O Espírito da Igualdade. Por Que Razão Sociedades Igualitárias Funcionam Quase Sempre Melhor, Lisboa, Presença].
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General Policies and Sectoral Policies for the Inclusion of People with Disabilities II: Family Policy, Health, Housing and Independent Living
1. To know the evolution of social policies in the area of family, health and housing
2. To develop critical analysis of social policies and their impacts on the population with disabilities
3. To know the Independent Living model and discuss its application in Portugal
1. Historical developments and current policy trends for the inclusion of people with disabilities
1.1. Family Policy
1.2. Health policy
1.3. Housing Policy
2. Policy design and implementation
3. Access and accessibility (s)
4. Independent Living
4.1. Social Policy and Social Movements
4.2. Theoretical models and implementation
4.3. The Portuguese experience
The curricular unit applies the periodic assessment regime, consisting of individual written work on a program theme. Alternatively, or in case of failure in the periodic evaluation, the evaluation will consist of a final written exam that will focus on all the subjects of the program.
BibliographyTitle: Ratzka, A.2012. Personal assistance policy features for Independent Living (https://www.independentliving.org/docs1/personal-assistance-IL-sweden-Vienna.html)
Portugal, S.; Alves, J.; Ramos, L. M.; Martins, B. S.; Hespanha, P. (2014), ?Os custos da deficiência: Uma avaliação para as políticas públicas e as famílias?, in H. Neto e S. Coelho (orgs.), Responsabilidade Social, Respeito e Ética na Vida em Sociedade. Porto: Civeri, 93-119.
Pinto, P. C. 2011. Between the lines: A critical discourse analysis of disability policy in Portugal. Disability Studies Quarterly, 31(3).
Oliver, M.; Barnes, C. 2012. The New Politics of Disablement. London: Palgrave Macmillan.
Martins, B. S. & Fontes, F. 2016. Deficiência e emancipação social. Para uma crise da normalidade. Coimbra: Almedina.
Drake, R.F. 1999. Understanding Disability Policies. London: MacMillan Press LTD.
Barnes, C., Mercer, G. 2006. Independent Futures. Bristol: The Policy Press.
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Title: United Nations (2020), United Nations Disability Inclusion Strategy, New York, UN.
Stiker, H.J. (1999) A History of Disability. Michigan: The University of Michigan Press.
Sousa, J. (2007), ?Deficie?ncia, Cidadania e Qualidade Social. Por Uma Poli?tica de Inclusa?o das Pessoas com Deficie?ncias e Incapacidades?. Integrac?a?o das Pessoas com Deficie?ncia, Cadernos Sociedade e Trabalho, 8, pp.38-57.
Portugal, S. et al (2010). Estudo de Avaliação do Impacto dos Custos Financeiros e Sociais da Deficiência ? Relatório Final, CES/INR.
Pinto, P. C. et al. (2014) Monitorizac?a?o dos direitos Humanos das Pessoas com deficie?ncia em Portugal: Relato?rio Holi?stico. Lisboa: ODDH, CAPP e ISCSP.
Pinto, P. C.; Teixeira, D. (2012). Avaliac?a?o do impacto dos planos de austeridade 2012 dos governos europeus nos direitos das pessoas com deficie?ncia ? Portugal. Bruxelas: BPI Group
Pinto, P. C. (2011) At the crossroads: Human rights and the politics of disability and gender in Portugal. European Journal of Disability Research, 5(2):116¬128.
Oliver, M. (1996), Understanding Disability. Houndmills: Palgrave.
Oliver, M.(1990), The Politics of Disablement. Houndmills: The Macmillan Press Ltd.
Loja, E., Costa, M.E. & Menezes, I. 2011. Views of disability in Portugal: ?fado? or citizenship?. Disability & Society, 26:5, 567-581.
Independent Living Institute (2020). Independent Living Institute Annual Report 2019.
Fontes, F. (2016), Pessoas com deficiência em Portugal, Lisboa, Fundação Francisco Manuel dos Santos.
Djong, G. 1979. Independent Living: from social movement to analytic paradigm. Archives of Physical Medicine Rehabilitation,60,435-446.
Barnes, C.; G. Mercer (Eds.)(2005), The Social Model of Disability: Europe and the majority world. Leeds: Disability Press.
Barnes, C.; M. Oliver and L. Barton (Eds.) (2002), Disability Studies Today. Cambridge: Polity Press, 228¬249.
Barnes, C. et al (1999), Exploring Disability: a Sociological Introduction. Cambridge: Polity Press.
Ansorge, Josef T. (2014). Global Disability: Reality, Theory, Practice. (https://www.independentliving.org/files/Ansorge_Global_Disability.pdf)
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Master Dissertation in Disability Studies and Human Rights
Students who successfully complete this curricular unit shall be able to:
- Formulate a research problem
- Elaborate a literature revision and put theories and empirical evidence to practice so as to formulate testable hypotheses or adequateaction projects
- Develop methods and materials for the hypotheses empirical testing- Analyze results and reject/validate hypotheses
Students will be prompted to choose a personal interest topic, which is relevant for the state of the art and pertinent in social context, as well as a supervisor. With the supervisor, students will:
- Formulate the starting question
- Identify the relevant literature and elaborate a theoretical and empirical revision
- Formulate the research problem and the hypotheses
- Design a study to test the hypotheses
- Create a procedure and the materials
- Carry out the study
- Analyze and interpret the results
- Elaborate the dissertation plan
- Write the dissertation
Throughout this process students will receive important information for the theme of their dissertations and for the conduction of the process itself, as, for example, literature that is relevant for their topic and indications on the research and/or project design they should use.
The dissertation or project will be assessed by a panel of judges in public tests, after the supervisor's approval of its conclusion and quality to be presented in public tests. Assessment will be based on the scientific merit of the study and on its theoretical and methodological adequacy.
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