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Prof. Dr. Patrícia Raquel da Silva Fernandes
Universidade do Porto

Basic Info


Research Keywords & Expertise

0 Early Intervention
0 Soft Skills
0 Special Education
0 Special Education Needs
0 autism spectrum disorder

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Short Biography

Teacher of Special Education at the Ministry of Education. Adjunct Professor w/ Coordination. She was responsible for the request to A3ES and Coordinator of the Master in Special Education, Cognitive and Motor Domain at ESEF, school year 2017/2018. PhD in Child Studies, specialization in Special Education at the University of Minho in 2016. Master in Education Sciences, Special Education—cognitive and motor domain by UCP Braga. She has published 4 articles in specialized magazines and 23 works in event minutes, co-author of 20 book chapters, and author of 4 books already published. She has participated in 4 events abroad and 79 in Portugal. She has oriented 4 Master's degree dissertations in the area of Education Sciences, oriented 29 monographs for the conclusion of improvement/specialization courses in the area of Education Sciences, Special Education, cognitive-motor domain, and early intervention. Received 1 prize and/or homage. Between 2012 and 2016, she participated in 2 research projects, and coordinated.

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Review
Published: 16 March 2021 in Education Sciences
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The special education teacher is a key element in the development of the process of inclusive education. In this setting, soft skills have proven to be determinant in teachers’ educational action. However, those that best qualify their profile have not yet been identified. Therefore, this study aims to carry out a review of scientific production between the years 2010 and 2020. To this end, articles were selected using the following databases: ERIC, Scopus, Web of Science, and PsycINFO. Studies have been included in the review that point out as soft skills: resilience, reflexibility, empathy, collaborative work, self-efficacy, creativity, and effective communication. Only studies that presented such criteria were included in the analysis. After the application of the eligibility criteria, seven articles were considered. From the analysis, it emerges that effective communication, collaborative work, and reflexibility stand out. There are gaps in this area in the specialized training of these teachers. Thus, it is suggested that there should be investment in this area in the training programs of the schools that certify them; and that, at the research level, instruments should be developed to evaluate the model emerging from this review.

ACS Style

Patrícia Fernandes; Jacinto Jardim; Maria Lopes. The Soft Skills of Special Education Teachers: Evidence from the Literature. Education Sciences 2021, 11, 125 .

AMA Style

Patrícia Fernandes, Jacinto Jardim, Maria Lopes. The Soft Skills of Special Education Teachers: Evidence from the Literature. Education Sciences. 2021; 11 (3):125.

Chicago/Turabian Style

Patrícia Fernandes; Jacinto Jardim; Maria Lopes. 2021. "The Soft Skills of Special Education Teachers: Evidence from the Literature." Education Sciences 11, no. 3: 125.

Journal article
Published: 04 August 2016 in Journal of Research in Special Educational Needs
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Este artigo pretende confirmar como a musicoterapia, como técnica terapeuta, pode contribuir para o desenvolvimento integral e harmonioso, no sentido de uma boa integração social, comportamental, cognitiva e emocional de indivíduos com a Perturbação do Espetro do Autismo (PEA). Abordamos a musicoterapia, como técnica aplicada a indivíduos com Necessidades Educativas Especiais (NEE), com o objetivo de incrementar potencialidades nos indivíduos. Utilizamos metodologia qualitativa e quantitativa. Concluímos que a musicoterapia é, de facto, um caminho exploratório da dimensão humana em toda a sua complexidade, emergindo canais de comunicação e cuja propagação tem possibilitado recentes e consistentes perspetivas de intervenção nos indivíduos com diagnóstico de Perturbação do Espetro do Autismo (PEA). Contudo, não devemos fazer abstrações dos mesmos devido às características individuais e aos diferentes graus de severidade que se observam nesta população. This article aims to demonstrate how music therapy, as a therapist technique, may contribute to the full and harmonious development, towards a good social, behavioral, cognitive and emotional integration development of individual's whit Autism Spectrum Disorder. Being the Music universal and as essential as language, Music Therapy approaches in this study that, as a technique applied to individual's whit special educational needs (SEN), can be seen as an essential therapy that uses music in order to develop potential on individuals. The methodology used is of a qualitative and quantitative nature. One concludes that Music Therapy is, in fact, a trail that explores the human dimension in all its complexity, emerging channels of communication and whose spread has recently and consistently enabled intervention perspectives on individual's diagnosed whit Autism Spectrum Disorders. However, we must not do deductions out of these examples due to individual characteristics and different degrees of severity that are observed on this population.

ACS Style

Patrícia Raquel Silva Fernandes. MUSICOTERAPIA E PERTURBAÇÃO DO ESPETRO DO AUTISMO. Journal of Research in Special Educational Needs 2016, 16, 725 -730.

AMA Style

Patrícia Raquel Silva Fernandes. MUSICOTERAPIA E PERTURBAÇÃO DO ESPETRO DO AUTISMO. Journal of Research in Special Educational Needs. 2016; 16 ():725-730.

Chicago/Turabian Style

Patrícia Raquel Silva Fernandes. 2016. "MUSICOTERAPIA E PERTURBAÇÃO DO ESPETRO DO AUTISMO." Journal of Research in Special Educational Needs 16, no. : 725-730.

Journal article
Published: 04 August 2016 in Journal of Research in Special Educational Needs
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Historicamente, a IP tem sido marcada pelos modelos voltados ao padrão médico, em que os profissionais são considerados os “experts” e exercem domínio sobre as informações, decisões e recursos para as crianças com necessidades educativas especiais. No entanto, no Brasil, observa-se grande diferença em estudos e práticas sobre a temática da Intervenção Precoce, que quando ocorre, é focada no modelo baseado nas deficiências. Conscientes de que, o fundamental é conseguir identificar, aplicar e avaliar os elementos chave para a IP centrada na família, bem como a partir do testemunho de profissionais de uma equipa de um serviço de IP e as famílias atendidas, temos como objetivo perceber até que ponto estes valorizam e utilizam as práticas centradas na família, e como se situam nas diferentes etapas do modelo de desenvolvimento sistémico de IP Guralnick (2005b). Historically, IP has been marked by models aimed at medical standard, where professionals are considered “experts” and exert dominance over information, decisions and resources for children with special educational needs. However, in Brazil, there is big difference in study and practice on the theme of early intervention, that when it occurs, is focused model based on disability. Aware that the key is to identify, implement and evaluate key elements of the IP family-centered as well as from the testimony of professionals in a team of an IP service and families served, we aim to realize until point value and use these practices centered on the family, and how are located in the different stages of systems development model of IP Guralnick (2005b).

ACS Style

Patrícia Raquel Silva Fernandes; Ana Maria Silva Pereira Henriques Serrano; Patrícia Della Barba. DIÁLOGOS SOBRE A INTERVENÇÃO PRECOCE. Journal of Research in Special Educational Needs 2016, 16, 373 -377.

AMA Style

Patrícia Raquel Silva Fernandes, Ana Maria Silva Pereira Henriques Serrano, Patrícia Della Barba. DIÁLOGOS SOBRE A INTERVENÇÃO PRECOCE. Journal of Research in Special Educational Needs. 2016; 16 ():373-377.

Chicago/Turabian Style

Patrícia Raquel Silva Fernandes; Ana Maria Silva Pereira Henriques Serrano; Patrícia Della Barba. 2016. "DIÁLOGOS SOBRE A INTERVENÇÃO PRECOCE." Journal of Research in Special Educational Needs 16, no. : 373-377.