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Posters Advancing Comprehensive Early Childhood Intervention ECI SERVICE DELIVERY Topic - Inclusion p2.17 Cultivating Relationships With Families in Inclusive Home-Based Childcare Services Presenting Author: Annie Paquet (Canada) Affiliation: University of Quebec at Trois-Rivières Co-Authors: Synda Ben Affana, Rosalie Coderre Sevigny, Carmen Dionne
Session 2
Inclusion in childcare settings is of particular importance for children with special needs and their families (Guralnick et Bruder, 2019; McCoy et al., 2017). In Quebec, home-based childcare account for 24% of subsidized places (Quebec family ministry, 2023). At present, few studies have focused specifically on inclusion in home-based childcare. The aim is to better understand the opportunities for inclusion in home-based childcare, as well as the challenges encountered. The presentation is about the first two phases of the study, namely (1) online survey (293 home-based childcare providers and 76 representatives of home-based childcare coordinating offices, as well as (2) semi-structured interviews conducted with 7 home- based childcare providers and 10 coordinating office representatives. Among the themes that emerged from the qualitative analysis, partnership with families is central. Thus, the findings concerning this dimension of inclusion will be presented and discussed, particularly in terms of facilitators and challenges. p2.18 Describing the Lived Experiences of Belonging for Students With Disabilities in Head Start Classrooms Presenting Author: Meridith J. Karppinen (USA) Affiliation: University of Utah This study examines the experiences of belonging for children with disabilities in inclusive Head Start classrooms, addressing a critical gap in research on belonging in early childhood settings. Drawing on Social Justice Theory, the research seeks to describe the lived experiences of children (ages 3 to 5), their teachers, and their families to inform definitions, assessments, and evidence- based practices related to belonging. Using a multiple case study approach to phenomenology, data will be collected through interviews with children, parents, and teachers, classroom observations, and existing rating scales (e.g., CLASS, ECERS, ICP). Analysis will focus on social relationships, attitudes, and beliefs to identify common themes and variations across participants' experiences. This poster session will describe findings and explore how belonging is fostered and maintained in inclusive classrooms. The study’s goal is to provide insights into creating equitable and supportive early childhood learning environments for children with disabilities. p2.19 Fostering Preschool Inclusion through Early Intervention: A Case Study Presenting Author: María José Jaya Córdova (Spain) Affiliation: University of Villanueva Co-Authors: Alejandro Arrillaga Imaz, Helena López Bueno Coaching with caregivers is crucial when developing an intervention during early years. In Ecuador, as well as in Latin América and Spain, during the last years, we are advancing in coaching families, but not so clearly with other caregivers as preschool teachers. This paper adapts and tests the Building Blocks proposal in a preschool classroom for 2 years old children. We started by assessing the whole group’s participation, working with the teacher on tier 1 measures that increase classroom quality. From this, and jointly with the teacher, we continue with a deeper evaluation of 3 children who caused concern, designing some additional tier 2 interventions. We describe and evaluate the whole coaching process. Preliminary results indicate that this collaborative process allowed us to deepen in inclusive practices that contribute to the development and learning for all children, by fostering their interaction and participation in daily routines of preschool. p2.20 Inclusion of Children With ASD into Childhood Education: Teachers' Perspectives Presenting Author: Maria Roseane Gonçalves de Menezes (Brazil) Affiliation: University of Minho Co-Author: Ana Paula da Silva Pereira The article is a piece of a doctorate study from UMINHO, of which the aim was to understand early childhood education teachers' perspectives about the school inclusion of children with ASD in preschool second-year classes in Manaus. The methodological approach was qualitative. We chose case studies of 6 municipal childhood education centers. When collecting data, we used non- directed interviews, with the treatment being reoriented by the content analysis. Six teachers participated. The results showed that the teachers have perspectives that mark a process of inclusion with the entrance of children sometimes being biased, excluding, followed by a subsequent process of acceptance, seeking to develop the learning of children with ASD. We identified positive points such as acceptance, learning, and skills, but there were obstacles that needed attention from public authority, such as teacher training, human resources, and materials.
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