Level 2 – Module 42019-02-19T13:35:44+00:00

LEVEL II – Expert course

Module 4

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.
  • Relationships.
  • Communication.
  • Social Skills.
  • Adolescence and adulthood.
  • Formal and informal social networks.

c) Processes of Planning.

  • Formulation of the individual plan.
  • Formulation of educative objectives.
  • Planning.
  • Monitoring.
  • Evaluation.
  • 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.
  1. Formulate educational objectives according to each individual education plan.
  2. Follow guidelines to develop the plan.
  3. Define types of support to implement the plan.
  4. Dominate the processes of planning.
  5. Monitor and to evaluate the goals and personal results.
  6. Indicate innovative and evidence-based practices to intervene near the persons with autism and their families.
  7. Be aware of the rights of persons with disability and in particular of the persons with autism.
  8. Include principles of inclusion (social, educational and at labour market) in the Personal Development Plans.
  9. Be aware of the changing roles played by family and/or carers through the life cycle of a person with autism.
  10. 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.

Self assessment questionnaire