Specialized training in Special Education - Specialization in Early Childhood Intervention

This course prepares trainees for professional practice in the field of Early Childhood Intervention, focused on what are its guiding principles, which are based on extensive research and evidence-based work with children and families. Based on the common frame of reference guiding early childhood intervention professionals, this specialization aims to:
1. Provide professionals with in-depth knowledge within the scope of internationally recommended practices, based on evidence, enabling them to intervene with children with special needs or in risk and their families.
2. Promote the acquisition of knowledge at the level of the guiding principles of early intervention practices;
3. Qualify to intervene with children from 0 to 6 years old and their families;
4. Enable trainees to develop practical and instrumental skills in the field of Early Childhood Intervention, based on internationally recommended practices.

Kindergarten Educators, Basic and Secondary Education Teachers, undergraduate, professionally recognized and who have, at the date of admission to the course, at least 5 years of teaching service [paragraph c) of no. 1 of article 5 and no. 2 of article 4 of the Decree Law No. 95/97 of April 23].

Not Applicable

Portuguese

1. Provide professionals with the knowledge about the legal diplomas that regulate Early Intervention and Special Education;
2. Identify the profile and role of the early intervention professional;
3. Reinforce knowledge and skills that allow professionals to integrate the principles of Early Intervention in their daily practice of intervention with children, families and other services;
4. Foster reflection and sharing on practices between different professionals and encourage change in order to improve them;
5. Promote the joint development of skills for the identification and resolution of team problems, situations and challenges typical of the daily practice of the early intervention professional;
6. Provide professionals with in-depth knowledge about the transdisciplinary approach as a model of coordinated and coherent intervention in supporting families;
7. Develop skills in identifying the needs, concerns and resources of families;
8. Identify and use child assessment tools (ecological assessment);
9. Develop individualized and “tailored” Early Intervention Plans for each child / family;
10. Enable professionals with competencies to support the teachers of Nursery and Kindergartens in the implementation of the intervention objectives, aiming to promote the involvement and participation of children in inclusive contexts;
11. Raise awareness of the importance of mobilizing community resources as one of the components of intervention with families;
12. Develop Transition Plans.

Not Applicable