Early Intervention

Code:

P832

Acronym:

IP

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2014/2015 - 2S

Active?	Yes
Web Page:	https://sigarra.up.pt/fpceup/pt/ucurr_adm.ficha_uc_edit?pv_ocorrencia_id=333086#tab1
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	3	Official Curricular Structure	4	-	6	54	162
		Official Curricular Structure 2012	4	-	6	54	162
MTP	4	Official Curricular Structure	1	-	6	54	162

Teaching language

Suitable for English-speaking students

Objectives

1- To portray the main theoretical approaches that guide contemporary practices in Early Childhood Intervention (ECI).

2- To clarify the importance of inscribing ECI practices within an inclusive framework according to family centered approaches.

3- To know the fundamental guidelines used in the design and implementation of intervention plans in ECI.

4- Understand the working principles and the required skills to actively participate in ECI transdisciplinary teams

Learning outcomes and competences

 

1-     Students shall be able toidentify theconceptualandthe theoretical assumptionsunderlyingprograms andpractices implementedby ECI teams.

2-     Students shall be able to identify the barriers that restrict children's participation in family or community activities and to outline strategies which could favor the full inclusion of these children in their natural living contexts of life.

3-     Students should be able to design the broad lines of an intervention program in ECI and plan its basic principles of practical implementation

4-   Students shall be able to recognize the organization model of current ECI teams and to develop working skills which are appropriate to participate in transdisciplinary intervention teams.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Non applicable

Program

1- Overarching conceptual perspectives: Developmental theories and advances in Early Childhood Intervention (ECI). The concept of ECI. Contributions from different fields of knowledge.

2- Models and practices in ECI

a- From child centered approaches to family and community centered approaches.

b- Recommended practices in ECI.

3- The assessment/intervention process in ECI.

 

 

  a- The concepts of impairment, functionality, disability, disadvantage and risk.

b- The multidimensional approach of disability.

4- The family and the community centred approach and the system of services delivery in ECI.

 

 

 

a- Team work and family participation.

b- Individualized assessment and intervention planning.

c- The Individualized Family Service Plan.

d- Coordination, cooperation, and collaboration in service delivery.

5- ECI programs and their evaluation.

 

Mandatory literature

Guralnick, M., ; A developmental systems approach to early intervention: National and international perspectives., . Baltimore: Paul Brookes, Publisher, 2005. ISBN: ISBN 1-55766-797-7
Early Intervention: Practices from Around the World. Baltimore, Odom, S.L., Hanson. M. L., Blackman, J.A., & Kaul, S., , 2003. ISBN: 159.922.7-ODO/EAR-ex.1
Handbook of Early Childhood Intervention (2nd ed.), Shonkoff, J., & Meisels, S. (Eds.). , 2000. ISBN: ISBN 0-521-58573-2

Teaching methods and learning activities

Teaching methodologies use exposition activities coordinated with tutorial and experiential activities. In parallel with lectures, students will contact ECI programs with the purpose of documenting their organizational structure, the conceptual outlines underlying their practices. Students shall also reflect about and describe the dynamics of their service delivery models. They have to observe as well cases followed in the ECI consultation of FPCEUP. Finally, they have to conduct a forum in which are deepened theoretical issues previously presented during lectures.

Their activities encompass:

1- A written assignment on a theoretical topic of the syllabus. Concepts are presented in the light of the experience with ECI teams work with which the student will contact.

2- The student’s participation in the above mentioned forum.

3- A written work assignment on one of the observed case in the context of the ECI consultation.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Prova oral	25,00
Trabalho de campo	25,00
Trabalho escrito	50,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de relatório/dissertação/tese	32,00
Estudo autónomo	54,00
Frequência das aulas	54,00
Trabalho de campo	22,00
Total:	162,00

Eligibility for exams

Compulsory, following the prescriptions of the  Regulamento dos princípios a observar na avaliação dos discentes da FPCEUP http://sigarra.up.pt/fpceup/LEGISLACAO_GERAL.ver_legislacao?p_nr=245

Calculation formula of final grade

 

• 1 Written paper: Paper on a theoretical topic of the syllabus. Concepts should be presented in the light of the experience with ECI teams work with which the student will have contact.

 

• 2 Group work: Organization and participation in the forum.

 

• 3 Group work: The written work assignment on one of the observed case in the context of the ECI consultation.

 

• Final classification formula: 1 (written paper) = 50%; 2 (group work) = 25%; 3 (group work) = 25%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Examinations or Special Assignments

Non applicable

Internship work/project

Non applicable

Special assessment (TE, DA, ...)

Students whosestatus allows them not to attend classes will have to submit an individual written comprehensive assignment on issues addressed in the UC. They will have to demonstrate mastery on fundamental ECI concepts about. The assignment should also describe the ECI reality in their country of origin (legislative aspects, existing services ...).

 

Classification improvement

Presentation of a new written assignment