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Publication
Um programa de intervenção precoce: Um estudo de caso
Advisor(s)
Abstract(s)
Actualmente, é unânime a ideia que a intervenção precoce deve assentar numa
abordagem centrada na família, que privilegie as suas necessidades e capacidades e
onde predomine uma verdadeira parceria entre pais e técnicos durante todo o
processo de avaliação e intervenção. A intervenção precoce tem por objectivo o apoio
e o bem-estar da família, privilegiando os contextos de vida da criança e promovendo
ambientes mais adequados ao seu desenvolvimento (Almeida, 2000). Mas será que
de facto isto acontece? Se sim, de que modo é feito?
O presente estudo, centrado numa metodologia de estudo de caso, foca a
problemática da avaliação do desenvolvimento de uma criança, sinalizada para
intervenção precoce, e procura analisar a coerência que existe no processo de
avaliação/planificação/intervenção junto desta criança/família, durante dois anos
lectivos.
Procurámos esclarecer algumas questões inerentes à avaliação do desenvolvimento
da criança (tipo de avaliação; instrumentos utilizados e intervenientes no processo); compreender a dinâmica que se estabelece entre os técnicos e a família durante o
processo de avaliação/planificação/intervenção; perceber como os resultados da
avaliação são inseridos na planificação e posteriormente na intervenção; analisar a
qualidade das práticas de apoio educativo, assim como as expectativas e o grau de
satisfação da família, em relação aos serviços de intervenção precoce.
ABSTRACT: Nowadays it’s unanimous the idea that early intervention should settle on a family centered approach, which privileges it’s needs and abilities, where a real partnership between parents and professionals stands out during the whole evaluation and intervention process. The goal of early intervention is the support and welfare of the family, privileging the contexts of the child’s life and promoting more suitable environments to its development (Almeida,2000). But does this actually happens? If so, in which way is it done? The study, we present centered in a case study methodology, focuses the issue of the development evaluation of a child, marked for early intervention, analyzing the coherence that exists in the evaluation/planning/intervention process within this child/family, for two school years. We tried to answer some questions inherent to the child’s development evaluation (kind of evaluation; the instruments used and the people who are part of the process); to understand the dynamics established between the technicians and the family during the evaluation/planning/intervention process; to understand how the evaluation results are inserted in the planning and later in the intervention, to analyze the quality of the educational support practices, as well as the expectations and the family’s degree of satisfaction, regarding the early intervention services.
ABSTRACT: Nowadays it’s unanimous the idea that early intervention should settle on a family centered approach, which privileges it’s needs and abilities, where a real partnership between parents and professionals stands out during the whole evaluation and intervention process. The goal of early intervention is the support and welfare of the family, privileging the contexts of the child’s life and promoting more suitable environments to its development (Almeida,2000). But does this actually happens? If so, in which way is it done? The study, we present centered in a case study methodology, focuses the issue of the development evaluation of a child, marked for early intervention, analyzing the coherence that exists in the evaluation/planning/intervention process within this child/family, for two school years. We tried to answer some questions inherent to the child’s development evaluation (kind of evaluation; the instruments used and the people who are part of the process); to understand the dynamics established between the technicians and the family during the evaluation/planning/intervention process; to understand how the evaluation results are inserted in the planning and later in the intervention, to analyze the quality of the educational support practices, as well as the expectations and the family’s degree of satisfaction, regarding the early intervention services.
Description
Keywords
Intervenção precoce Avaliação Planificação Intervenção Early intervention Evaluation Planning Intervention