Vol. 43 No. 1 (2020)

DOI: https://doi.org/10.15448/1981-2582.2020.1
Published: 2020-05-25

Editorial

  • Editorial

    Andréia Mendes dos Santos
    e37110
    DOI: https://doi.org/10.15448/1981-2582.2020.1.37110

Presentation

  • Family Centred Early Childhood Intervention: practices and research

    Marlene Rozek, Ana Maria Serrano
    e37015
    DOI: https://doi.org/10.15448/1981-2582.2020.1.37015

Dossiê - Intervenção Precoce na Infância centrada na Família:

  • Babies with disabilities in Brazil: a look from government programs and national research

    Marlene Rozek, Gabriela Dal Forno Martins
    e35435
    DOI: https://doi.org/10.15448/1981-2582.2020.1.35435

  • “I felt alone”: The Importance of Social Support for Early Intervention

    Marilyn Espe- Sherwindt, Ana Maria Serrano
    e35476
    DOI: https://doi.org/10.15448/1981-2582.2020.1.35476

  • Mental filters, coaching and Family-Centered Early Intervention

    Noelia Orcajada Sánchez, Francisco Alberto García Sánchez
    e35474
    DOI: https://doi.org/10.15448/1981-2582.2020.1.35474

  • The Emotional Competence in Early Intervention: Perspective from parents and professionals

    Claudia Tatiana Escorcia, Pedro Enrique Díaz Martínez
    e35475
    DOI: https://doi.org/10.15448/1981-2582.2020.1.35475

  • Towards Implementation of an Early Intervention Model by a Paraguayan Organization

    R. A. McWilliam, Pau García-Grau
    e35700
    DOI: https://doi.org/10.15448/1981-2582.2020.1.35700

  • Can you hear me? - Accessing the voice of the child with Autism and their parent

    Miriam Twomey
    e35477
    DOI: https://doi.org/10.15448/1981-2582.2020.1.35477

Other Topics

  • The complementarity of parents and professionals in early intervention assessment

    Ana Paula da Silva Pereira, Andréa Perosa Saigh Jurdi, Helena Isabel Silva Reis
    e35318
    DOI: https://doi.org/10.15448/1981-2582.2020.1.35318

  • History of the deaf education and the mathematics teaching in the brazilian contexto

    Leticia de Medeiros Klôh, Reginaldo Fernando Carneiro
    e31296
    DOI: https://doi.org/10.15448/1981-2582.2020.1.31296

  • Be a terena indigenous child in city area: culture, school and play

    Carlos Magno Naglis Vieira, Adir Casaro Nascimento
    e31080
    DOI: https://doi.org/10.15448/1981-2582.2020.1.31080

  • The initial training in Special Education degree from the perspective of graduates

    Ana Valéria Marques Fortes Lustosa, Enicéia Gonçalves Mendes
    e30964
    DOI: https://doi.org/10.15448/1981-2582.2020.1.30964

  • Articulations on ethics and inclusion from the context of a School of Government

    Mônica Pereira dos Santos, Carolina Barreiros de Lima, Renato José de Oliveira
    e30721
    DOI: https://doi.org/10.15448/1981-2582.2020.1.30721

  • Challenges of university teaching: a look of teacher trainers

    Thamiris Christine Mendes Berger, Ana Lucia Pereira, Cristina Costa
    e30401
    DOI: https://doi.org/10.15448/1981-2582.2020.1.30401

  • A look at the speech of the continued formation of teachers

    Eduardo Antonio De Pontes Costa, Décio Pereira de Brito
    e30226
    DOI: https://doi.org/10.15448/1981-2582.2020.1.30226

  • Epistemological nature considerations about the discursive textual analysis

    Fábio Peres Gonçalves
    e29832
    DOI: https://doi.org/10.15448/1981-2582.2020.1.29832

  • Training without form: the singularity of the process of teaching education for children

    Michelle Dantas Ferreira, Adrianne Ogêda Guedes
    e29757
    DOI: https://doi.org/10.15448/1981-2582.2020.1.29757

  • The cultivation of singularity as challenge for human formation

    Diogo Bogéa
    e29629
    DOI: https://doi.org/10.15448/1981-2582.2020.1.29629