Base Knowledge
N/A
Teaching Methodologies
The course consists of 35 h Theoretical-Practical, 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. For this purpose, participatory and dynamic methodologies that value learning and personal development will be used, namely expository, demonstrative methods (through the use of slides and viewing videos) and assets, namely simulated practices, in order to transmit the theoretical information and exemplify whenever possible with practical cases. Individual and / or group discussion and reflection activities will be provided to promote the sharing of experience and integration of the contents taught.
Learning Results
With this curricular unit it is intended that students understand what the central role of the Early Intervention professional is: supporting the child’s caregiver with a view to strengthening the interactions between children and caregivers in daily routines. Thus, the student should at the end of this Unit:
– To have an in-depth knowledge about the transdisciplinary approach as a model of coordinated and coherent intervention in supporting families;
– Acquire skills to support the teachers of daycare centers and kindergartens in implementing the intervention objectives aimed at promoting the involvement and participation of children in inclusive contexts;
– Understand collaborative consulting as a strategy to promote the skills and confidence of caregivers in promoting children’s participation.
Program
1. The transdisciplinary service delivery model: The role of the Case Mediator
2. Visits to the child’s natural contexts:
2.1 Home visits
2.2 Visits to formal contexts of education and care
3. Collaborative consulting (between kindergarten teachers and Early Childhood Intervention professionals)
Grading Methods
- - Knowledge acquired / applied in the context of individual work - 50.0%
- - Other Participation, implication and dynamism in classes and performance in the proposed exercises - 40.0%
- - presence and punctuality - 10.0%
Internship(s)
NAO
Bibliography
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Dunst, C. J., Trivette, C. M, & A. G. Deal,, A. G. (1994). Supporting and strengthening Families – Methods, strategies and practices. Cambridge: Brookline Books.
Odom, S. L. (2007). Alargando a Roda – A inclusão de crianças com necessidades educativas especiais na educação pré-escolar. Porto: Porto Editora.
Pletcher, L. C. & Younggren, N. O. (2013). The early intervention workbook: Essential practices for quality services. Baltimore, MD: Paul H. Brookes Publishing Co.
Franco, V. (2015). Introdução à intervenção precoce no desenvolvimento infantil – Com a família, na comunidade, em equipe. Évora: Edições Aloendro.
McWilliam, R. A. (2012).Trabalhar com as Famílias de Crianças com Necessidades Especiais. Porto: Porto Editora.
Guralnick, M. (2005). The developmental systems approach to early intervention. Baltimore, MD: Paul H. Brookes Publishing Co.
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.
Pinto, A. I., Grande, C., Aguiar, C., Almeida, I. C., Felgueiras, I., Pimentel, et al. (2012). Early childhood intervention in Portugal: An overview based on the Developmental Systems Model. Infants & Young Children, 25, 4, 310-322. DOI: 10.1097/IYC.0b013e31826d8242
Serrano, A. (2008). Redes sociais de apoio e sua relevância para a intervenção precoce. Porto: Porto Editora.
Leal, L. (2008). Un enfoque de la discapacidad intelectual centrado en la familia (trad. cast de M.C. Cuenca E.J. Fernández). Madrid: FEAPS. Confederación Española de Organizaciones a favor de las personas con Discapacidad Intelectual. [V.O. A family-center approach to people with mental retardation.American Association on Mental Retardation, 1999].
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Pimentel, J. (2005). Intervenção focada na família : desejo ou realidade. Lisboa: Secretariado Nacional para a Reabilitação e Integração das Pessoas com Deficiência.
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.
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Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.decsped.org/recommendedpractices
Afonso, J. L. (2014). Crescendo juntos: Passos para a Inclusão na Educação de Infância. Porto: Porto Editora.
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Rush, D.D. & Shelden, M.L. (2011). The Early Childhood Coaching Handbook. Baltimore, MD: Paul H. Brookes Publishing Co.
Sandall, S. & Schwartz, I. (2003). Construindo blocos: Estratégias para incluir crianças com necessidades especiais em idade pré-escolar. Porto: Porto Editora.
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Breia, G., Almeida, I. C., & Colôa, J. (2004). Conceitos e práticas em intervenção precoce. Lisboa: Direcção-Geral de Inovação e de Desenvolvimento Curricular
Dunst, C. J. (2000b). Revisiting “Rethinking early intervention”. Topics in Early Childhood Special Education, 20:2, 95-104
Dunst, C.J., Trivette, C.M., & Deal, A.G. (1988). Enabling and empowering families: Principles and guidelines for practice. Cambridge, MA: Brookline.