Curricular Unit:			Code:
Early Intervention in Neonatology and Pediatrics			1188IPNP
Year:	Level:	Course:	Credits:
3	Undergraduate	Speech Therapy	5 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	65
Learning Outcomes of the Curricular Unit:
O1. Identify normal and pathological (deviation from) according to real age O2. Reflect on the importance of understanding human development and identifying the main stages / facilitating factors / weaknesses inherent to it O3. Master basic knowledge about the changes that can occur and affect human development O4. To substantiate the historical path of IP, according to the explanatory theories of human development and the advances in research O5. To know, in a global way, the Portuguese reality at this level O6. Framing the family-centered approach O7. Identify skills for developing teamwork (with the family) within the scope of IP, with knowledge of the role of the various stakeholders O8. Justify the role of the Speech Therapist in an IP team O9. Master the effective use of facilitating instruments in implementing this approach O10. To know the role of TF in the particular context of Neonatology
Syllabus:
CP1 Pediatrics 1.1 Normal Psycho-Motor Development 1.2 Deviation from Normal 1.3 Mistreatment as a manifestation of language delay 1.4 Pathologies 1.5 Orofacial malformations 1.6 Prematurity 1.7 Down syndrome 1.8 Changes in behavior (SHDA) CP2 Early Intervention 2.1 Theoretical reference contributions 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 experimentation 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 Intervention in Neonatology
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The content 1 matches objectives - 1, 2,3 The content 2 matches objectives – 4, 5 The content 3 matches objectives - 6 The content 4 and 6 matches objectives – 7, 8 The content 5 matches objectives - 9 The content 7 matches objectives - 10
Teaching Methodologies (Including Evaluation):
a) Exhibition; b) Collaborative; c) Elaboration of works; d) Small and large group discussion; e) Self-directed learning Distributed evaluation: - TP1: 1 written test, weighting 50%. - TP2: 50% weighted - participation and involvement throughout the classes (20%); - Summative written test (80%) Assessment at the time of exam: - Written test.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The theoretical and practical, characterized by expository methodologies but also the development of more dynamic participatory approach, 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. Souza, A. B. G. (2017). Anamnese e exame físico em Neonatologia. In Manual Prático e Enfermagem Neonatal.pp(47-84). Brenneman, Susan K. (2001).Testes de desenvolvimento do bebê e da criança. 3ª ed. - Porto Alegre, p. 35-68. 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):
Daniela Vieira (dvieira@ufp.edu.pt) Fátima Maia (fmaia@ufp.edu.pt) Márcia Azevedo (marciaa@ufp.edu.pt)