Class Education, Family and Community

Considering the research on the main structuring lines of the Early Intervention and Transition to Post-School Life process, the different systemic levels of intervention (school, family, community), the intervention focused on valuing difference as a factor of learning and success, sources of information and research relevant to this UC were selected. From these sources, it is intended that students develop skills that allow them to: understand the importance of social and interactive contexts; prepare, monitor and evaluate, together with the actors involved in the process, Plans for Early Intervention in Childhood and Transition to Post-School Life.

The family as a partner in the process of child and adolescent development.

Role of parents, school and community in relation to Early Intervention in Childhood and the Transition to post-school life (DL 54/18 of 6 July); Models of analysis of interactive behaviors; Reciprocity and bi directionality of human behavior; Organization of communication in primary dyads, interaction, social routines and scaffolding; Interactive model of Lewis and Goldberg; Importance of social support, formal, informal; Models of Early Intervention in Childhood: child-centered; in interaction; in the family; Transition Concept; Individual Transition Plan; Functional curricula (application contexts, curricular areas, life environments, activity selection criteria, evaluation); Multidisciplinary team, interdisciplinary, transdisciplinary; Management, coordination and supervision of teamwork.

-Exhibition of contents of Early Childhood Intervention and Transition to Post-School Life;

-Early Childhood Intervention Plans;

-Individual Transition Plans for After School Life;

Work with students will be sought through active methodologies, taking into account the methodological recommendations of DL 54/2018 of 6 July, which points to the Universal Design for Learning as a privileged teaching methodology.

Afonso, C. (2005). Inclusão e mercado de trabalho ? Papel da escola na transição para a vida adulta de alunos com Necessidades Educativas Especiais. Saber (e) Educar , 11, 53-56.

Bénard da Costa, A., M.; Leitão, F., R.; Pinto, J., V. & Fino, N. (1996). Currículos Funcionais (vol 1 e 2). Lisboa: Instituto de Inovação Educacional.

Canha, L.; Fernandes, C. (2018). Manual Sintra Inclui . Sintra: Pais em rede.

Leitão, F., R. (2000). A intervenção precoce e a criança com síndroma de Dawn. Porto: Porto Editora.

Phoenix, M. e Rosenbaum, P. (2019). Presenting the model of risk, disability and hard-to-reach families to inform early intervention services. Disability & Rehabilitation, 41, (2), 244-259.