Curricular Unit:			Code:
Models and Techniques of Assessment and Intervention in Early Intervention			937MTAI
Year:	Level:	Course:	Credits:
1	Master	Educational Sciences: Special Education (Precocious Intervention Domain in Infancy)	12 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese	156
Learning Outcomes of the Curricular Unit:
Meet the guiding principles of early intervention, while integrated support measure, child centered and family 2- Define the risk factors versus protective factors 3-Provide the students with skills assessment and intervention methodologies focused on technical interaction / family / child. 4 deepen the concepts underlying the early intervention, relating them to the child's evaluation process and acquire theoretical and practical skills to evaluate the level pedagogical and counseling and intervention in an educational context
Syllabus:
S1 Children at risk; Factors and types of risks Welfare and involvement; The relationship between involvement and development; The protection of children; Protection measures in the wild life; Theoretical contributions to the development of family-centered services S2. - Models Methods and Techniques in IP; Concepts, definitions and evolution of early intervention practices; Intervention family-centered: the ecological, transactional and systemic models .; empowerment;. Analysis of components of early intervention programs; Best Practices in the Assessment process: Planning, Conducting and Sharing results; Assessment of skills and needs of children and families; Instruments and Procedures- S3 INTERVENTION Intervention Planning: programs focusing on the interaction; programs focus on promoting skills; Programs to support the family; Design and implementation of the Early Intervention Individual Plans (PIIP
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
With Content 1 responds to the Obj 1 and 2 and build up knowledge in relevant areas in IP or from a theoretical point of view of either organization and functioning in accordance with the legislation in force. It is also desired that students recognize the differences between biological, established and environmental risk and protective factors operate to know. With the C2 and C3 go-se- to respond to obj 3:04, integrating knowledge, skills and abilities to understand the various dimensions of assessment and intervention in context appropriately. It is hoped that students are up to date theoretical and practical point of view The contents favor the deepening of the topics.
Teaching Methodologies (Including Evaluation):
The approach of the syllabus of this unit adopts a theoretical and practical type of organization will be made by means of theoretical presentation supported by audiovisual media; Practical work organization from analysis of real situations Analysis and discussion of articles underlying the syllabus and contact with reality (stage). The sessions will be targeted using methodologies and active and dynamic learning strategies, seeking to promote work processes as a team, in partnership, research and treatment of information, analysis of problems and situations, exchange of experiences, enhancing individual knowledge and still times reflection of a large group in a learning community perspective. The evaluation will be continuous, held in two phases and will consist of learning portfolio organization in digital format
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The contemporary conceptualization of IP services and practices, based on a systemic perspective, ecological and family-centered. Thus the focus of attention as they did in traditional practices no longer exclusively centered on the child, to pass to be focused on children and their families and the development of a collaborative relationship between parents and professionals. With these assumptions it is considered that the content provided on 1 is more expository nature in the context of practical classes and their contents can still be dealt with in tutorials guidelines that allow students to systematize expertise within various contexts of intervention . Respond to the objectives 1 and 2. The C 2 and C 3 are more practical. Will be introduced with theoretical exposition on the subject, but there will be a practical intervention for students to gain real skills of multidisciplinary approach; the performance of a portfolio shows to be relevant for future special education teachers may on the one hand track your growth as students and at the same time carry the materials they will need for a professional performance with greater security in the initial phase of his journey in special education. Will be answered in this way the aims 3 and 4.
Reading:
Breia,G; Almeida, C; Coloa, J (2004) Conceitos e Práticas em Intervenção Precoce,. Colecção Apoios Educativos - N.º 11.DGIDC.Lisboa Mcwilliam ,Phyllis J, Pamela J. Winton, Elisabeth R. Crais (2005) Estratégias Práticas para a intervenção precoce centrada na Família. Porto: Porto Editora Serrano, Ana Maria (2008) Redes Sociais de Apoio e Sua Relevância para a Intervenção Precoce . Porto: Porto Editora Vieira,M.; Ribeiro, F.;Formiga, C. ( 2009) Principais instrumentos de avaliação do Desenvolvimento da criança de zero a dois anos de idade. Revista Movimenta, 2, nº 1 .pp 23-31. Winton , P.;Mcwillian E.; Crais , E. ( 2005) Estratégias Práticas p/ a Intervenção Precoce Centrada na Família . Porto: Porto Editora Williams L.C.A.; Aiello A.L.R. (2001) O Inventário Portage operacionalizado: intervenção com famílias. São Paulo: Memnon