161
Posters Advancing Comprehensive Early Childhood Intervention
Session 2
ECI SERVICE DELIVERY Topic - Inclusion
p2.24 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. p2.25 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. ECI SERVICE DELIVERY Topic - Screening, Assessment, Identification, Referral Early screening of pre-linguistic predictors, before the appearance of the first words and phrases, can provide privileged indications to parents and professionals, facilitating early referral and timely assessment and intervention. Given that communication and language screening instruments for early childhood are scarce in Portugal, the need arose to contribute to the adaptation and validation of a Screening Grid developed by the European Speech and Language Therapy Association [ESLA] and the Portuguese Association of Speech Therapy [APTF] for children between 18-20 months of age in European Portuguese. This instrument can be completed by parents/caregivers, allowing them to participate in their children's assessment processes. The Screening Grid will be presented, as well as the contribution to its cultural adaptation and validation. p2.27 Associations Between Mastery Motivation in School-Context and Symptoms of Hyperactivity-Attention during Early Childhood Presenting Author: Su-Ying Huang (Taiwan) Affiliation: FU JEN Catholic University Mastery motivation is a multi-dimensional psychological drive that leads individuals to continuously attempt to solve problems or master goals. Mastery motivation is closely related to the learning of abilities. However, its role in children's psychological pathology symptoms requires further exploration. The purpose of this study was to examine the relationship between mastery motivation in early childhood and its association with hyperactivity and attention symptoms in a school context. The study involved 312 children aged 3 to 8, along with their parents and teachers. The Motivation Questionnaire was rated by teachers including the domains of the cognitive/object, gross motor, and social interaction, as well as mastery pleasure and negative emotional responses to challenges. Parents rated their children's hyperactivity and attention symptoms using the Attention Deficit/Hyperactivity Disorder Test Revised. The results showed that mastery motivation significantly explained children's impulsivity and attention symptoms. Social motivation with children and negative emotional responses to challenges had significant negatively and positively predictions of children's hyperactivity and in-attention symptoms, respectively. p2.26 Adaptation and Validation of the ESLA and APTF Screening Language Grid for Children: 18-20 Months Presenting Author: Ana Raquel Gomes (Portugal) Affiliation: Boa Nova Private Hospital - Trofa Health Group Co-Author: Marta Joana Pinto
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