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Inclusive education Professional development In partnership with Faculdade do Futuro

AEE for School Support Professionals

Hands-on training for those who support the child in the classroom.

DistanceOnline Professional development · 200h

Instead of one more certificate for the wall, training that changes your Monday at school. It's 200 hours (above the 180-hour minimum of Decree 12.773/2025) where you don't watch disconnected theory: you adopt a real case, a child you support, and build a support plan week by week, with evidence of impact on the child's participation and autonomy. To move past the uncertainty about what you may or may not do and take your place as part of the teaching team. Around 2 million students with disabilities are in mainstream classes in Brazil, waiting for support that knows what it's doing.

What you'll develop

  • Above the legal floor: 200h, beyond the 180h required by Decree 12.773/2025, valid for career progression
  • Learn by doing on a real case, not memorizing for a test
  • Know exactly what you may and may not do, with confidence and ethics
  • Augmentative communication, activity adaptation (UDL) and low-cost assistive technology
  • Portfolio-of-evidence assessment and observable impact on the child's autonomy
  • Weekly live mentoring + an AI tutor that supports you between sessions

Syllabus

  1. Week 1: Role, ethics and scope of support work

    • What the support professional does (and doesn't), per Decree 12.773/2025
    • Support without doing for the child; pedagogical and clinical limits
    • Adopting the real case you'll follow through the course

  2. Week 2: Knowing the child: functional reading

    • What the child needs in order to participate
    • Barriers and facilitators in daily life
    • The social model of disability (LBI)

  3. Week 3: Observing and recording with method

    • Descriptive recording vs. interpretation
    • Functional portrait of the child (first portfolio artifact)

  4. Week 4: Mediating interactions and bonding

    • Bonding from the child's interest
    • Mediating without speaking or acting for the child

  5. Week 5: Augmentative and Alternative Communication (AAC)

    • All behavior communicates
    • Low-cost boards, symbols and visual routines
    • The child's communication plan

  6. Week 6: Scaffolding and activity adaptation (UDL)

    • The three principles of Universal Design for Learning
    • Graduated scaffolding and fading the support

  7. Week 7: Accessibility and assistive technology

    • Low-cost assistive technology (LBI)
    • Choosing resources by the function the child needs
    • Adaptation kit

  8. Week 8: Behavior, dysregulation and environment

    • Dysregulation as communication
    • Environmental triggers
    • Support in crisis without restraint or punishment

  9. Week 9: Self-regulation, autonomy and daily-living skills

    • Routines, transitions and independence skills
    • The child's autonomy plan

  10. Week 10: Collaboration with teacher, family and team

    • Working with the AEE teacher and the family
    • Formal contribution to the IEP

  11. Week 11: Impact project: consolidation

    • Consolidating the individualized support plan built during the course

  12. Week 12: Evidence of impact and final presentation

    • Observable evidence of change in the child's participation and autonomy
    • Final case presentation