Early Childhood Intervention: History, Models and Paradigms

N/A

The course has 20 theoretical / practical hours. The sessions will alternate between expository and participatory methodologies using document analysis (written and audio visual) and reflections in small and large groups on them.

The evaluation will be done through the collective construction of a portfolio in which each trainee deepens, individually, one of the topics of the program.

In weighing the final grade, the following components will be taken into account:

-quality of individual work 40%

-quality of work in the global-30%

-quality of participation in the sessions-30%

This course intends that trainees understand the evolution of IPI; identify the processes for building practices; realize the determinant influence of some theories in the construction of models of these practices, as well as their influence in changing paradigms. It is also intended that trainees acquire knowledge related to the specificity of the Early Childhood Intervention, mastering theoretical and legislative constructs that allow them to acquire basic skills to act in this domain.

1-Historical evolution and conceptualization of models originating from Early Intervention programs:

a) 1st and 2nd generation programs

b) The integrated third generation model (Dunst, 2000)

2- Recommended Practices in Early Childhood Intervention

3- The Portuguese legal model of Early Childhood Intervention: DL 281/2009

a) definition of IPI

b) SNIPI objectives

c) powers of the Ministries

d) constitution of coordination and local teams

e) individual Early Intervention plan

4- Guralnick systems model

• - quality individual work - 40.0%
• - quality of participation in sessions - 30.0%
• - quality of work in the global - 30.0%

NAO

Dunst, c. & Trivette, C. (2009). Capacity-building family-sustems internetion pratices. Jounal of family social work, 12(2), 119-143.

 MCWilliam, J.,  Crais, E. & Winton; P.  (2012). Estratégias Práticas para a Intervenção Precoce Centrada na Família. Porto: Porto Editora.

Gonçalves, M. & Simões, C. (2010). Práticas d intervenção precoce na infância-as necessidades das famílias de crianças com necessidades educativas especiais. Gestão e Desenvolvimento, 17-18 (2009-2010), 157-174

Almeida, I.C. (2004). Intervenção precoce: Focada na criança ou centrada na família e na comunidade? Análise psicológica, 1 (22), 66-72.

ANIP (2016). Práticas recomendadas em Intervenção precoce na Infãncia-Um guia para profissionais. (pp 59-98).

Bairrão, j. & Almeida, I. (2003). Questões atuais em intervenção precoce. Psicologia, 27(1), 15-29.

Guralnick, M. (2201). A developmental systems model for early intervention. Infant & young children, 14(2), 1-18.

Alves, M. (2010). Intervenção Precoce e Educação Especial – Práticas de Intervenção Centradas na Família. Viseu: Psicossoma.

Pimentel, J. (2004). Avaliação de programas de Intervenção Precoce. Análise Psicológica, 1 (XXIII) 43-54.