Family-Centered Intervention Process

N/A

The course consists of 35 theoretical-practical hours, in order to allow students to gradually acquire the necessary and fundamental skills for the performance of their activity in the area of ​​Early Intervention.

The use of participatory and dynamic methodologies that value learning and personal development will be privileged: expository and demonstrative method (through the use of slides and viewing of videos and practical examples), with skills training. Practical exercises (in groups and / or individually) and discussion of cases during classes, in order to awaken the initiative, reflection, sharing of ideas and integration of the contents taught by the students.

The course evaluation will be carried out through the appreciation of the involvement and quality of individual participation and group work of students throughout the sessions. There will also be an individual assignment to be presented at the end of the course.

– Reflect on their practices, encouraging change in order to improve them;

– Develop a set of skills for the identification and resolution of team problems, situations and challenges typical of the daily practice of the IPI professional;

– Reinforce knowledge and skills that allow integrating the principles of Early Intervention into your daily practice of intervention with children, families and other services;

– Acquire skills in identifying the needs, concerns and resources of families;

– Identify and use child assessment instruments (ecological assessment);

– Develop individualized and “tailored” Early Intervention Plans for each child / family;

– Understand the importance of mobilizing community resources as one of the components of intervention with families;

– Develop Transition Plans.

1. The profile of the Early Intervention professional

2. The intervention cycle and effective aid practices

3. Referencing

4. First contacts

5. Early Childhood Intervention assessment

6. Development and implementation of PIIP

7. Evaluation of intervention results and family satisfaction

8. The transition process

• - individual work - 50.0%
• - Attendance and punctuality - 10.0%
• - Participation, implication and dynamism in classes and performance in the proposed exercises - 40.0%

NAO

Carvalho, L., Almeida, I., Felgueiras, I., Leitão, S., Boavida, J., Santos, P., Serrano, A., Brito, A., Lança, C., Pimentel, J., Pinto, A., Grande, C., Brandão, T., & Franco, V. (2016). Práticas recomendadas em intervenção precoce na infância: Um guia para profissionais. Coimbra: ANIP.
 

Almeida, I., C. (2009). Estudos sobre a Intervenção Precoce em Portugal: Ideias dos especialistas, dos profissionais e das famílias. Lisboa: Instituto Nacional para a Reabilitação.

Breia, G., Almeida, I. C., & Colôa, J. (2004). Conceitos e práticas em intervenção precoce. Lisboa: Direcção-Geral de Inovação e de Desenvolvimento Curricular. 

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early.

Crawford, M. & Weber, B.(2013). Early Intervention Every Day!: Embedding Activities in Daily Routines for Young Children and Their Families. Baltimore, MD: Paul H. Brookes Publishing Co