Curricular Unit:			Code:
Early Intervention			1199IPRC
Year:	Level:	Course:	Credits:
1	CTSP	Support for Children and Adolescents with Special Needs	4 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	52
Learning Outcomes of the Curricular Unit:
O1. Understand and reflect on the importance of understanding human development and identifying the main stages / facilitating factors / weaknesses inherent to it O2. To substantiate the historical path of IP, according to the explanatory theories of human development and the advances in research O3. To know, in a global way, the Portuguese reality at this level O4. Framing the family-centered approach O5. Identify skills for developing teamwork (with the family) within the scope of IP, with knowledge of the role of the various stakeholders O6. Knowing instruments that facilitate the implementation of this approach 07. Describe and apply activities to promote the child's development and well-being
Syllabus:
CP1 The complexity and nature of Human Development 1.1. Neurobiological bases and the importance of neuroplasticity 1.2. Environmental diversity and multiculturalism CP2 Early Intervention 2.1 Theoretical reference contributions 2.1.1 Transactional Model (Sameroff & Chandler, 1975) 2.1.2 Human Development Ecology Model (Bronfenbrenner, 1979) 2.2 Historical path and Portuguese reality 2.3 Guiding principles of practices CP3 Family Centered Approach 3.1 Historical background and fundamentals 3.2 Clarification and definition of the concept 3.3 Principles and practices 3.4 Contrast with other types of approaches CP4 Teamwork CP5 Analysis and exploration of instruments 5.1 Ecomap 5.2 Routine Based Interview 5.3 Individualized Family Support Plan (PIAF) / Individual Early Intervention Plan (PIIP) CP6 The role of IP professionals CP7 Activities to promote child development and well-being
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The content 1 matches objectives - 1, 2 The content 2 matches objectives – 2, 3 The content 3 matches objectives - 4 The content 4 matches objectives – 5 The content 5 matches objectives – 6 The content 6 matches objectives - 5 The content 7 matches objectives - 7
Teaching Methodologies (Including Evaluation):
a) Exhibition; b) Collaborative; c) Elaboration of works; d) Small and large group discussion; e) Self-directed learning Distributed evaluation: - Evaluation by individual work (30%) - Evaluation by participation and involvement throughout the classes (10%); - Summative written test assessment (60%) Assessment at the time of exam: - Written test.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The theoretical-practical classes, characterized by expository methodologies but also by the development of more participative and practical dynamics, facilitate the relationship of concepts and reinforce the applicability of knowledge within the ambit of the speech therapist, particularly in terms of identification, assessment and intervention promoting the development of skills related to the construction of an adequate and structured reasoning, linked to professional practice. Thus, it is considered that teaching methodologies adopted for this course are consistent with the goals set for it.
Reading:
McWilliam, R. A. (2012). Trabalhar com as Famílias de Crianças com Necessidades Especiais. Porto: Porto Editora. Carl J. Dunst & Carol M. Trivette (2009) Capacity-Building FamilySystems Intervention Practices, Journal of Family Social Work, 12:2, 119-143 Friedman, M., Woods, J., & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants & Young Children, 25(1), 62-82. Owens JR, R.E. (2018). Early language intervention for infants, toddlers and preschoolers. New York: Pearson. - ISBN 978-0-13-461890-6. Woods, J. J., Wilcox, M. J., Friedman, M., & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family-centered supports and services. Language, Speech, and Hearing Services in Schools, 42(3), 379-392.
Lecturer (* Responsible):
Fátima Maia (fmaia@ufp.edu.pt) Inês Cadório (inescadorio@ufp.edu.pt)