160
Posters Advancing Comprehensive Early Childhood Intervention
Session 2
ECI SERVICE DELIVERY Topic - Inclusion p2.21 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.
p2.22 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. p2.23 A Research Synthesis of Acceptance of Early Childhood Teachers on Inclusive Education in Taiwan Presenting Author: Tzu-Ying Ho (Taiwan) Affiliation: National Taichung University of Education Co-Author: Pei-Fang Rachel Wu This study synthesizes 20 years of research on early childhood teachers' acceptance of inclusive education in Taiwan. By reviewing existing studies, the paper examines teachers' attitudes, perceptions, and challenges regarding the inclusion of children with diverse learning needs in preschool settings. The synthesis highlights key factors influencing teachers' acceptance, such as professional development, teacher preparation programs, institutional support, and societal attitudes towards disabilities. The findings indicate that while early childhood teachers in Taiwan generally demonstrate positive attitudes towards inclusion, significant barriers such as inadequate training, limited resources, and insufficient administrative support persist. The research emphasizes the need for targeted interventions to enhance teachers' skills and create a more inclusive learning environment. This study offers valuable insights into the current state of inclusive education in Taiwan and provides recommendations for improving practices, policies, and support systems in the early childhood education sector. p2.24 What Policymakers, Leaders, and Health Care Professionals Need to Understand about Inclusion in the Early Years Presenting Author: Amber Mack (Canada) Affiliation: GRIT For over 40 years, GRIT, a Canadian early childhood service provider, has flipped the typical models of special education and early intervention and worked with families of children with disabilities to support meaningful participation in their natural community settings. While the word inclusion has become commonplace, we continue to see inclusion numbers stagnate and the proliferation of segregated learning environments. It's important to understand the vital role that policymakers, physicians and professionals play in supporting a family to explore their Vision for their child and family. Systemic ableist structures of 'specialized learning environments' have unintended consequences impacting the trajectory of inclusion for children across their lifespan. In fact, toddlers and preschoolers with disabilities and neurodiversity are disproportionately denied access to early learning and child care. This demands our attention to ensure we break the barriers of ableism for our youngest learners.
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