LEVEL II – Expert course
Strategies to design and evaluate the Personal Development Plans
a) Programming and formulation of educative objectives.
- Knowledge of general guidelines and educational principles.
- Participation in general assessment protocol.
- Diagnosis and assessment protocol.
- Medical assessment.
- Clinical behaviour.
- Skills assessment for children and adolescents
- Language assessment.
- Family functioning.
- Functional behaviour.
- Synthesis and formulation of educational objectives.
b) Types of support.
- The quality of life model.
- Multimodal supports.
- Supports within the health system.
- Supports in the education system.
- Early Childhood – Early intervention.
- Social Skills.
- Adolescence and adulthood.
- Formal and informal social networks.
c) Processes of Planning.
- Formulation of the individual plan.
- Formulation of educative objectives.
- Strategies to promote the participation of the individual and the family.
d) Design and evaluation of goals and personal results.
- Periodic monitoring of the support needs.
- Validated evaluation methods.
e) Good practices.
- Evidence-based practice, interventions to support autistic persons.
- Interventions involving families of autistic persons.
- Interventions directed to families.
- Module of intervention based on the family.
- Promoting full inclusion of persons with autism in the Community Living.
f) Rights, empowerment, monitoring of the rights of people with autism.
- Social model of disability and inclusion.
- Role of support services.
- Charter of rights of people with autism.
- UN Convention on the Rights of People with Disabilities.
- Empowerment of autistic people and the need to support adequately decision-making.
- Importance of awareness and understanding and fight stigmatisation.
- Formulate educational objectives according to each individual education plan.
- Follow guidelines to develop the plan.
- Define types of support to implement the plan.
- Dominate the processes of planning.
- Monitor and to evaluate the goals and personal results.
- Indicate innovative and evidence-based practices to intervene near the persons with autism and their families.
- Be aware of the rights of persons with disability and in particular of the persons with autism.
- Include principles of inclusion (social, educational and at labour market) in the Personal Development Plans.
- Be aware of the changing roles played by family and/or carers through the life cycle of a person with autism.
- Be aware of the empowerment of parents and/or carers as teachers and learners.
- Berkell, D. E. (1992). Instructional Planning: Goals and Practice. In Autism – Identification, Education and Treatment (pp. 89-105). New Jersey: Lawrence Erlbaum Associates.
- Powell, S., & Jordan, R. (1997). Autism and Learning – A guide of good Practice. London: David Fulton Publishers.
- Van Bourgandien, M. E., & Mesibov, G. B. (1989). Diagnosis and Treatment of Adolescents and Adults with Autism. In Autism Nature Diagnosis & Treatment (pp. 367-385). New York: The Guilford Press.
- Wetherby, A. M. (1992). Facilitating Language and Communication Development in Autism: Assessement and Intervention Guidelines. In Autism – Identification, Education and Treatment (pp. 107-134). New Jersey: Lawrence Erlbaum Associates.
- European Parliament (2015) Written Declaration on Autism of the European Parliament. Brussels: European Parliament.
- Autism – Europe. (2009). AUTISM AND WORK – Together We Can. A report on good practices in employment for people with autism from across Europe. Autism – Europe AISBL.
- Autism – Europe. (2009). PERSONS WITH AUTISM SPECTRUM DISORDERS – Identification, Understanding, Intervention. Autism – Europe AISBL.
- Autism – Europe. (2009). Pessoas com Perturbações do Espectro do Autismo – Identificação, Compreensão, Intervenção. Autism – Europe AISBL.
- European Parliament (1996). Charter of Rights for Persons with Autism. Written Declarations of the European Parliament. Brussels: European Parliament.
- Parlamento Europeu (1996). Carta para as pessoas com autismo. Written Declaration of the European Parliament. Brussels: European Parliament.
The trainees will have to make 7 theoretical-practical activities.
In addition, they must have to do a self-assessment test of 20 items, which that will be considered approved, provided that at least 75% of the questions are answered correctly.