Modelos de Avaliação e Intervenção nas Perturbações do Domínio Cognitivo

Learning objectives
Master the process of development, focusing on the early years of life, characterized by variability and plasticity of the nervous system-neurobiological bases. Understand the importance of early intervention in a systemic perspective, promoting family-school interaction. Dominate the basic concepts related to cognitive deficits, from etiology, degree, developmental characteristics to specific needs. Analyze and understand the features of children and population with cognitive deficit in their contextual factors and influential models. Select tools and resources to use in the comprehensive assessment of the population's skills with cognitive Deficit. Analyze and understand the programs and intervention models in population with cognitive deficit. Select strategies and resources to use in differentiated pedagogical practices and develop in inclusive environments.

Syllabus
Foundations of early intervention: neurobiological bases and plasticity of the nervous system. Implications and steps in setting up Programs of early intervention. Identification of the etiological factors related to the genesis of cognitive problems. Deviations/deficits in the cognitive development of the child. Concept of intellectual disabilities and Developmental and main pathologies associated with (T21; Fragile X; SFA, S. Williams, etc.). Characterization of cognitive deficits: specific changes in the various domains and information processing. Pedagogical implications arising from deficits or cognitive dysfunctions in the plan. Diagnosis and behavioural analysis methodologies and cognitive task analysis. Planning and programming facing to data collected in the process of referral of problems with cognitive deficit.

Teaching methodologies (including evalution)

The theoretical classes are intended to the moments of oral exposure, more specific content of the various concepts. Will be interspersed with theoretical and practical methodologies where they will combine active methods and expository by the teacher and students through exposure of his ideas, debates, analysis of documents, a single worker process and/or in a group, seeking the promotion of interpersonal relationships. Are covered by guidelines tutorials to stimulate critical thinking, deepen the scientific domain in a more individualized perspective and develop a proper ethical in the observations and analysis of field work through case studies of various professional contexts, comparing and applying knowledge. Participation in the debates made during class (20%), individual work (80% of the final evaluation).

Essential Bibliography (including ISBN)

Capovilla, A. (2007). Contribuições da neuropsicologia cognitiva e da aval. neuropsicológica à compreensão do funcionamento cognitivo humano. Cad.Psicopedagogia, 6(11), 00. http://pepsic.bvsalud.org/scielo.php Robert L. & Kenneth D., (Ed.). (2016). Cross-Cultural Quality of Life: Enhancing the Lives of People With Intellectual Disability. AAIDD. ISBN: 978-0-9965068-4-7 Lima, C. (Coord.). (2015). Perturbações do neurodesenvolvimento. Lisboa:Lidel. ISBN 978-989-752-152-2. Mcwillian, R.(2012).Trabalhar com as Famílias de Crianças com NEE. Porto Editora. ISBN: 978-972-0-34520-2. Morato, P. & Santos, S. (2007). DID. A mudança de paradigma na concepção da deficiência mental. Revista de Educação Especial e Reabilitação. ISSN 1646-1819 Santos, S. & Morato. P. (2012). Acertando o passo! Falar de deficiência mental é um erro: deve falar-se de dificuldade intelectual e desenvolvimental (DID). Por quê? Rev. Brasileira de E.E., 18(5), 3-16. https://dx.doi.org/10.1590/S1413-65382012000100002