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.

Not applicable

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 281/2009 of de 6 october, 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; -Study visits to Institutions for people with disabilities and Scools Clusters 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. Carvalho, L., Almeida, I. C., Felgueiras, I., Leitão, S., Boavida, J., Santos, P. C., Serrano, A., Brito, A. T., Lança, C., Pimentel, J. S., Pinto, A. I., Grande, C., Brandão, T., & Franco, V. (2016). Práticas recomendadas em intervenção precoce na infância: um guia para profissionais. Coimbra: ANIP – Associação Nacional de Intervenção Precoce.      Leitão, F., R. (2000). A intervenção precoce e a criança com síndroma de Dawn . Porto: Porto Editora.