159
Posters Advancing Comprehensive Early Childhood Intervention
Session 2
ECI SERVICE DELIVERY Topic - Inclusion
p2.16 Building Blocks for Including and Teaching Young Children With Disabilities Presenting Author: Susan Sandall (USA) Affiliation: University of Washington Co-Author: Gail Joseph
This poster will provide participants with an understanding of the Building Blocks framework. This tiered framework is the basis for planning and providing individualized support and instruction for young children with identified disabilities, developmental delays, and diverse abilities. The objectives are: (1) describe how to use the approach to assess, plan, and provide instruction; (2) describe how to use the framework in diverse, inclusive settings; (3) share some of the evidence base that supports the framework; and (4) share qualitative data from users of the framework. The Building Blocks framework grew from the research of the Early Childhood Research Institute on Inclusion, the evidence and wisdom of other early childhood researchers, the authors' own experiences as teachers, teacher trainers, and coaches, and feedback from consumers. The framework is used in a wide variety of classrooms, child care programs, and homes in the United States and around the world. p2.17 Comprehensive Center-Based Group Training for Young Children With Developmental Disabilities: Effectiveness and Experiences from a Research Institute from Turkey Presenting Author: Ali Kaymak (Turkey) Affiliation: Anadolu University Co-Authors: Ibrahim H. Diken, Gokhan Ince The purpose of this poster presentation is to provide results and experiences of a comprehensive center-based group training for young children with developmental disabilities provided at the Research Institute for Children with Developmental Disabilities at Anadolu University in the city of Eskisehir in Türkiye. This unique training program has been provided to young children with developmental disabilities (e.g., Down syndrome, Autism Spectrum Disorders) daily for 1.5 to 3 hours using daily routine schedules and embedding targets into these routines (e.g., shared book reading, smart-board time, free play time, table time, etc.). Incidental teaching procedures, along with relationship-based strategies, have also been mainly used while interacting with children during these routines. Psychological, social, and educational support have also been provided to parents. These training program has been implemented for years. In this presentation, program outlines, its effectiveness, and the perspective of parents will be provided. p2.18 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 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. p2.19 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.
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