Early Intervention

Not applicable

The CU has 20 hours of theoretical and practical teaching. Lectures will be used in alternation with methodologies that encourage critical and reflexive analysis, including collaborative work on the analysis of texts and other documents, analysis of situations, preparation and discussion of papers.

This course unit aims to broadly inform students about the scope of early intervention, particularly through the knowledge of the concepts, models and intervention strategies used in EI. Another objective is to lay the groundwork for a possible later development of specific skills that enable to work in this area. At the end of UC students must: Understand the importance of early detection and intervention with children with disabilities or at risk, in order to contribute to the identification and routing to EI. Master the theoretical constructs that support the development of practices in EI. Understand the nature, specificity and legislative framework that scope of intervention Master knowledge of the scope of Early Intervention, intervention models, programs and strategies.

1. Concepts and definitions of EI Historical evolution and environment: The early identification of children at risk: medical model / educational model. 2. Recipients of EI: the question of eligibility. The legal framework for EI in Portugal and the organizational structure 3. EI models and practices: From child-centered models of family-centered models and communities The Transactional Model (Sameroff and Chandler) Systemic and Ecological Model (Bronfenbrenner). The tasks of EI according to the Ecological Model of Development. 4. General principles of early development Key concepts concerning the development Ethology of early relationship and competences of the newborn Early interaction and attachment The “different baby” Consequences for early interaction Stressors and parental adaptation 5. Planning and Strategies in EI Best practices The organization of teams The involvement of families Individualized plane for EI

• - Participation in the training process - 30.0%
• - Collective portfolio about the training process - individual contribution - 40.0%
• - Collective portfolio about the formative process - overall quality of the document - 30.0%

NAO

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

Alves, M. (2009). Intervenção precoce e educação especial, Práticas de intervenção centradas na família. Viseu: Psicosoma.

Almeida, I.; Carvalho, L.; Ferreira, L.; Grande, C.; Lopes, S.; Pinto, A.; Portugal, G.; Santos, P. & Serrano, A. (2011). Práticas de intervenção precoce baseadas nas rotinas: Um projecto de formação e investigação. Análise Psicológica, 1 (XXIX): 83-98.