EARLY INTERVENTION PROGRAM FOR CHILDREN SPECIAL NEEDS IN SECOND CHILDHOOD

• Grant number: 13/26521-7
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• Start date: May 01, 2014
• End date: April 30, 2017
• Field of knowledge: Humanities - Education
• Principal Investigator: Maria Amélia Almeida
• Grantee: Andréa Carla Machado
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

The early childhood education is considered the first stage of basic education and the quality of the experiences offered on second childhood may contribute to the exercise of citizenship and their full development which places for education systems the challenge of organizing educational projects that promote the inclusion of all children. To this end, it is necessary to proposals for early intervention in child education on a trial basis, because it would be at that stage that develop the cognitive, linguistic and motor bases necessary to the construction of knowledge and overall development of the student. Thus, we have aimed to develop a program of early intervention for children target audience of special education in second childhood (3 to 6 years) and check their effectiveness and efficiency. Previously, children will attend 240 a share of teachers of these children and their parents or guardians. With experimental design with design test-test-education-follow-up, will be formed four groups divided into: Group (GEEE) with children with delays in development that will receive assistance and the other (GCEE) also composed for children with delays in development that will not receive assistance; Group (GESA) of children without delay in development whose participants will receive contribution and finally the Group (GCSA) of children without delay that will not receive assistance. We stress that the groups will still be subdivided, randomly, by age/education in three subgroups each (3 and 4 years 5 years 6 years;) to retrospectively comparison in three moments. It is intended to use as instruments the inventory Portage, Denver II, Childhood and Track test, and Peabody vocabulary test for children, a semi-structured interview with participating teachers and a protocol of social validity with the parents. The results will be analyzed with specific criteria and statistical tests. Thus, the early intervention program would contribute immensely to the teacher ahead to broaden the possibilities of strategies, as well as offering a systemization of implementation and monitoring of an activity. The program could also provide the opportunity for assistance of development and learning in children of second childhood (3 to 6 years) target audience of special education, and so contribute to maximizing success in steps to come.