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Inclusive education Professional development Featured In partnership with Faculdade do Futuro

AEE for School Support Professionals

Inaugural cohort starts August 15. Hands-on training for those who support the child in the classroom.

DistanceOnline Professional development · 200h

Decree No. 12,773/2025 made it mandatory, for the first time under federal law, to complete at least 180 hours of continuing education to work as a school support professional. Futuro Tech, in partnership with Faculdade do Futuro, offers this training with 200 hours (above the required minimum) and a method that goes beyond theory: you adopt a real case, a child you already support, and build, week by week, a support plan with evidence of impact on the child's participation and autonomy. Inaugural cohort starts August 15, with an exclusive rate: 12 monthly installments of R$ 79 by card (Futuro Pay) or R$ 799 in full via Pix. 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

  • Inaugural cohort: starts August 15, with an exclusive rate of 12 monthly installments of R$ 79 by card (Futuro Pay) or R$ 799 in full via Pix
  • Required by law: Decree 12.773/2025 (art. 15, II) makes at least 180h of training mandatory for school support professionals
  • Above the legal floor: 200h, valid for career progression and to regularize your team
  • 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