Early Intervention in Communication Disabilities

N/A

The classes will involve the use of teacher explanations for deepening scientific and pedagogical content areas of the program, individual and group work, methodologies that encourage critical analysis and reflective analysis of texts and documents, analysis of situations , preparation and discussion of papers.
The assessment will be by examination or frequency (continuous) following the requirements of Regulation Initial Training Course.
The continuous assessment includes small tasks throughout the semester and a test for individual knowledge assessment at the end of the semester.
For students who choose continuous evaluation of the final grade will be the weighted average of:
Quality of class participation and the tasks carried out during the training process – 50%
Marks obtained in the test – 50%

In this CU aimes to raise awareness among students of the importance of early detection and intervention in the context of communication problems, particularly those arising from deafness. It is intended that students master knowledge related with Early Intervention (concepts, models and intervention strategies), as well as skills that enable them to integrate interdisciplinary teams in this field.
At the end of CU it is aimed that students:
– Demonstrate knowledge about the early development and question their previous ideas about the characteristics, needs and skills of children between 0 and 3 years old;
– Recognize the importance and lasting impact of early childhood experiences, and value early detection and intervention in deafness;
– Identify the scope of Early Intervention, the main intervention models, and specific strategies in the field of Deafness.

1. Early development:
– Cultural practices of education and care for the children
– Competences of the newborn, behavioral patterns and dimensions of interactive behavior
– Interaction and early attachment
2. Early Intervention:
– Historical background, concepts and definitions of EI
– Objectives and recipients
– The intervention focused on family (ecological transactional and systemic models,).
3. The Early Intervention on Deafness:
– Early development and deafness
– Impact of Early Learning of Sign Language

• - Frequency - 50.0%
• - Attendance and Participation - 50.0%

• - Exam - 100.0%

NAO

Carvalho, L., Almeida, I., Felgueiras, I., Leitão, S., Boavida, J., Santos, P., … Franco, V. (2018) Práticas recomendadas em intervenção precoce na infância: Um guia para profissionais (2ªed.). Associação Nacional de Intervenção Precoce.
Gronita, J.; Matos, C.;Pimentel, J.; Bernardo, A. & Marques, J. (2011). Intervenção Precoce, o processo de desenvolvimento de boas práticas. http://www.gulbenkian.pt/media/files