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Posters Advancing Comprehensive Early Childhood Intervention
Session 2
ECI SERVICE DELIVERY Topic - Inclusion p2.20 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. p2.21 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. p2.22
Inclusive Supports in a Pikler Approach: An Observational Study Presenting Author: María Florencia Michelin-Salomon (Spain) Affiliation: Universidad Villanueva Co-Authors: Alejandro Arrillago, Helena López Bueno
In the Madrid region, EI professionals often believe that Pikler- inspired preschool classrooms lack individual support to enhance participation for children with special needs. To investigate this, a systematic observation was conducted over four weeks, recording all support episodes during observation hours. Teacher behavior was coded using categories derived from ICF-CY and other reference documents. Additionally, educators provided anecdotal records of unobservable support strategies. The data was analyzed in relation to Pikler principles and educational inclusion, revealing that Pikler Pedagogy offers significant support to all children, and especially to those who present higher need of support. This study also highlights that coaching caregiver implementing tier 1 and tier 2 strategies is a valid method for early interventionists to foster educational inclusion.
p2.23 Leadership for Inclusion: Building Equitable Systems in Early Childhood Intervention
Presenting Author: Jaleesa Steward (USA) Affiliation: University of Colorado Denver Co-Authors: Philadelphia Morgan
Leadership in early childhood intervention is essential for creating inclusive systems that support young children with disabilities. This poster highlights leaders' roles in bridging policy and practice to address barriers such as insufficient professional development, cultural biases, and systemic inequities. Drawing on international research and practical examples, it showcases strategies for fostering culturally responsive teams, implementing reflective supervision, and aligning policies with Universal Design for Learning (UDL). Case studies illustrate how inclusive leadership transforms daily practice, improving outcomes for children.The poster emphasizes collaboration among educators, families, and community stakeholders, offering actionable frameworks for building inclusive program cultures. By spotlighting the transformative potential of leadership, attendees will gain practical tools to inspire systemic change and advance equity in diverse early childhood contexts.
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