Publication

Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce

Bibliographic Details
Summary:	It is up to the school to provide educational responses in order to successfully educate all children, including those suffering from Autism. Autism has as main feature the innate immobility establish emotional contact and interpersonal, which hampers their interaction (integration) social. The relationship between school and family is extremely important for the harmonious development of all children. This is very valuable in terms of IP in childhood. This project aims recreated a Structured Teaching Unit, a grouping of reference for the IP, (Early Childhood Intervention) via a protocol between School / ELI / Municipality, aimed at children from 3 to 6 years, as well as develop activities that promote the skills Educators and parents who live with these children. This study is structured initially by a theoretical framework leading to its practical implementation. So were approached Early Intervention concepts, Autism, Inclusion, Structured Classroom/ Methods TEACCH. For its practical implementation resorted to raising the necessary resources and semi-structured questionnaires as instruments for data collection, subsequently submitted. Data from this project permit us to conclude the need for a Structured Teaching Room for autistic children, in the geographical area to which it is intended. We argue the need for school change, to create projects that increasingly bet on inclusion, training professionals and parents together to provide better service to attend child with autism, empowering them and making them more accountable.
Authors:	Felgueiras, Isabel; Almeida, Isabel Chaves de
Subject:	Autismo Intervenção precoce Structured Classroom/ Methods – TEACCH Early Childhood Intervention Autism Ensino Estruturado/ Metodologia TEACCH Inclusive Education Inclusão
Year:	2015
Country:	Portugal
Document type:	master thesis
Identifiers:	ID: 201834022
Access type:	Open
Associated institution:	Repositório Comum, Repositório Comum, Instituto Superior de Educação e Ciências, Repositório Comum, Instituto Superior de Ciências Educativas
Funded project code:	201834022
Language:	Portuguese
Origin:	Repositório Comum

Description
Summary:	It is up to the school to provide educational responses in order to successfully educate all children, including those suffering from Autism. Autism has as main feature the innate immobility establish emotional contact and interpersonal, which hampers their interaction (integration) social. The relationship between school and family is extremely important for the harmonious development of all children. This is very valuable in terms of IP in childhood. This project aims recreated a Structured Teaching Unit, a grouping of reference for the IP, (Early Childhood Intervention) via a protocol between School / ELI / Municipality, aimed at children from 3 to 6 years, as well as develop activities that promote the skills Educators and parents who live with these children. This study is structured initially by a theoretical framework leading to its practical implementation. So were approached Early Intervention concepts, Autism, Inclusion, Structured Classroom/ Methods TEACCH. For its practical implementation resorted to raising the necessary resources and semi-structured questionnaires as instruments for data collection, subsequently submitted. Data from this project permit us to conclude the need for a Structured Teaching Room for autistic children, in the geographical area to which it is intended. We argue the need for school change, to create projects that increasingly bet on inclusion, training professionals and parents together to provide better service to attend child with autism, empowering them and making them more accountable.