155
Posters Advancing Comprehensive Early Childhood Intervention ECI SERVICE DELIVERY Topic - ECI Practices, Models, and Systems p2.01 Application of Sherborne Developmental Movement in Early Intervention in Taiwan Presenting Author: Yeh Ching-Wen (Taiwan) Affiliation: National Taichung University of Education Co-Author: Chingyuan Su
Session 2
This study investigates the application patterns and effectiveness of Sherborne Developmental Movement (SDM) in Taiwan’s early intervention settings. Using a case study approach, three professionals—a drama therapist, a dance therapist, and an occupational therapist—who actively incorporate SDM in their work with young children were interviewed. The research explores how these practitioners integrate SDM with their professional expertise, their approaches to session design, and the developmental changes they observe in children. The findings outline diverse implementation models of SDM in Taiwan, identify challenges in practice, and provide suggestions for its future promotion, offering a valuable reference for both theoretical and practical applications. p2.02 Building Resilient ECI Systems: Lessons Learned from Global Responses to Crises Presenting Author: Susan H Shapiro (USA) Affiliation: Touro University, Graduate School of Education Co-Authors: Serra Acar, Cing I Chen, Maria Kastanis This poster presentation focuses on the resilience of early childhood intervention (ECI) programs during crises, exploring challenges posed by disruptions such as the COVID-19 pandemic and natural disasters. Using the Education Crisis Framework (ECF), the session emphasizes strategies for crisis management, communication, and family engagement, showcasing practical tools to ensure high-quality, continuous services for children and families during uncertain times. We will introduce the ECF, a tool designed to help educators navigate crises. The ECF includes two models: the action model (Aviate, Communicate, Navigate) for immediate response and communication, and the reflective model (Knowledge and Expertise, Community Compassion, Self-Compassion, Community Impact) for thoughtful analysis and decision-making before, during, and after a crisis. This framework is designed to help create adaptable plans for diverse needs during crises. We will also examine how ECI programs in Turkey have responded to crises like earthquakes and the COVID-19 pandemic. We highlight strategies for family engagement, communication, and innovative service delivery, with a focus on the role of NGOs in sustaining high-quality practices. This presentation explores the impact of natural disasters (e.g., earthquakes, typhoons) and the pandemic on children’s education and service delivery in Taiwan. It shares approaches to support early learning and trauma recovery for affected children and families. Finally, we will discuss ECI program resilience in Illinois, USA. We will highlight strategies and resources used by service providers to ensure uninterrupted services, particularly the support provided to marginalized and resource-deprived populations during disruptions. p2.03 Children as Experts: The Importance of Valuing Their Experiences in Early Childhood Intervention Presenting Author: Mareike Jansen (Germany) Affiliation: South Westphalia University of Applied Sciences This interdisciplinary research project focuses on children’s experiences in participation-oriented therapies. Theoretical lenses include the bio-psycho-social model (WHO, 2001), an intersectional view on diversity (Walgenbach, 2019) and an understanding of children as experts in their own lives (Nentwig- Gesemann & Thole, 2023). Following an ethnographic approach, field visits are conducted with children between 5 and 7 years diagnosed with cerebral palsy. Based on the Mosaic Approach (Clark & Moss, 2017), they are offered a variety of methods to gain insights into their everyday inpatient lives. Data analysis combines Grounded Theory (Strauss & Corbin, 1996) and intersectional multi-level analysis (Ganz & Hausotter, 2020) is applied. The research project consists of 5 case studies. Subject constructions provide deeper understanding of individual experiences, especially regarding relevant personal factors and agency. By the further analysis, mechanisms of social inequality affecting the children become visible (e.g. ableism, adultism). p2.04 Early Childhood Intervention Modalities for Neurodiversity in African Countries: Impact of the Digital Divide Presenting Author: Jillian Pierucci (USA) Affiliation: St. Mary's University Co-Authors: Gabriela Aquino, Lauren Mlodzianowski Early childhood intervention (ECI) services are crucial for improving neurodevelopmental outcomes (Franz et al., 2019). However, in low/middle-income countries, ECI access is hindered by limited availability and the digital divide (Kumm et al., 2021). This paper examined ECI service modalities (i.e., home-based, clinic-based, and telehealth) across 12 African countries, highlighting key barriers and opportunities. An online review of 100 websites (i.e., schools, private practices, and community organizations) revealed that most services are concentrated in urban areas. South Africa has the highest quantity and diversity of resources, while Nigeria and Côte d'Ivoire have fewer. Services are predominantly delivered in- person (84%), with telehealth options limited to training and informational support. Limited staff qualifications and diagnostic services further impede accessibility. The digital divide restricts telehealth implementation and scalability, particularly in rural areas. Blended service models, community partnerships, and training programs could expand ECI access, ensuring equitable services and bridging service gaps throughout Africa.
Made with FlippingBook - professional solution for displaying marketing and sales documents online