Uma experiência de intervenção precoce: Contributos para a sua avaliação

Abstract

The present study must be understood in the context of an early intervention experience in which we were participating at the moment. Assuming an action-research perspective, its main aim was to contribute to the identification of process variables as well as to the definition of new instruments and new ways of approaching early intervention with children with Educational Special Needs and their families. Defining the field of knowledge of early intervention, we refer some aspects of Educational Psychology and of the Psychology of Children with Special Needs, considering as well some theoretical implications of Developmental Psychology in this field. We also refer some goals of different early intervention programs and evaluation variables. Finally we describe an exploratory empirical study which goal was the evaluation at different levels of an early intervention experience using the Portage Program for Parents. In the context of this study we have taken into account aspects of the child’s development and of the learning process; we have also considered patterns of the educational interaction as well as attitudes and reactions of the participants in the intervention process.