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Papers Topic - Listening to Families Advancing Comprehensive Early Childhood Intervention
Session 9
P9.06 A Comparative Study of Parents' Understanding and Practices Regarding Self-Determination for Children
With and Without Special Needs in Taiwan Presenting Author: Pei-Fang Rachel Wu (Taiwan) Affiliation: National Taichung University of Education, Taiwan Co-Author: Ruie-Ming Chen
The aim of this research is to investigate the concept, ability, and practice of self-determination among parents of preschool children with and without special needs. Additionally, it explores parents' perceptions of their ability to influence these practices and analyzes how various background factors might lead to differences in the aforementioned aspects. This research used a questionnaire based on Wu et al. (2014) "Scale of Self-Determination and Execution of Parents with Preschool Children" (2nd ed.) as the primary research tool to collect relevant data. A total of 3,619 parents of preschool children, both with and without special needs, from across Taiwan participated in the study. The data were analyzed using frequency, mean, standard deviation, one-way analysis of variance, and independent-samples t-test. The major findings, conclusions, and suggestions for future research are provided.
P9.07 Early Childhood Intervention: The Perspective of Families Presenting Author: Vânia Oliveira Affiliation: Faculty of Psychology and Educational Sciences, University of Porto, Portugal Co-Author: Catarina Grande
P9.08 Empowering Families Through Leadership, Data, and Multicultural Resources: Advancing Equity in Early Childhood Support Presenting Author: Sarah Isaacs (USA) Affiliation: University of Illinois Urbana-Champaign Co-Authors: Catherine Corr, Dawn Thomas, Kelly Fulton, Sarah Isaacs Families are at the heart of early childhood development, yet systemic barriers often limit their ability to access equitable support and resources. Home visiting programs have become an essential strategy in promoting early childhood development, supporting at-risk families, and addressing social determinants of health. Yet, many families new to these systems face barriers in understanding their roles and effectively navigating complex processes. This paper brings together innovative practices and research that highlight the importance of empowering families as leaders, advocates, and partners in their children’s development and program development. The presentations will explore three interconnected themes. First, leadership training for families will be highlighted as a tool to enhance advocacy skills, build confidence, and foster family- driven systemic change. Second, the use of demographic data and geo-ethnography information to inform culturally and linguistically responsive home visiting programs will showcase how data can identify disparities and drive equity-focused decision-making. Lastly, the development and implementation of multicultural resources will be examined, emphasizing their role in strengthening family engagement and addressing the diverse needs of children in a global society. By weaving together these themes, this paper offers actionable insights and evidence-based strategies for practitioners, policymakers, and researchers committed to advancing equity and empowering families in early childhood systems worldwide. Attendees will leave inspired to apply these approaches in their contexts to create more inclusive and impactful support networks for families and children. The study explores how families in North Portugal perceive professional practices of Local Early Intervention Teams (LIT) within the Portuguese Nacional System of Early Childhood Intervention (Sistema Nacional de Intervenção Precoce na Infância - SNIPI), 14 years after the publication of Decree-Law 281/2009. Thirty-five families with children aged 0-6, receiving LIT intervention for at least 2 years participated. The research employed a qualitative approach involving semi-structured interviews. Data analysis utilized content analysis to categorize responses. Overall, the findings indicate that many families expressed satisfaction with LIT assistance but noted areas lacking a family-centered approach. Families also highlighted challenges and suggestions for improvement. The study offers insights for enhancing Early Childhood Intervention (ECI) services under SNIPI by incorporating direct family perspectives.
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