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Posters Advancing Comprehensive Early Childhood Intervention ECI INTERVENTION DOMAINS Topic - Language & Communication
Session 4
p4.14 Qualifying Early Intervention in Deafness: Creation of the Center for Early Childhood Intervention in Deafness (CEID) Presenting Author: Diane de Oliveira Gouveia (Portugal) Affiliation: ANIP/CAIPS Co-Authors: Catarina Isabel Ferreira Azenha, Sílvia de Jesus Gomes Hearing loss is the most common sensory deficit worldwide. It affects 5% of the world population, impacts people of all ages, and requires significant personal and societal costs that emphasize the need for increasing early intervention. The Center for Early Intervention in Deafness (CEID), an National Association of Early Childhood Intervention (ANIP) department, aims to qualify and support the Early Childhood Intervention (ECI) service for young children (0-6 years), who are deaf or hard of hearing, creating solutions for the needs felt by ECI teams, families and community. It aims to complement the support, through regular specialized collaborative consultancy, provided by ECI teams to families and caregivers in their natural contexts and integrated into their Individualized Plan. It’s an innovative family-centered response with proximity to families and the community, which looks at the auditory function within global development and its impact on the child's participation in their daily routines. p4.15 Transdisciplinary Teamwork at an Early Communication Intervention Clinic: A Reflection on 35 Years Presenting Author: Renata Eccles (Australia) Affiliation: University of Pretoria Co-Author: Esedra Kruger The poster presentation, Transdisciplinary Teamwork at an Early Communication Intervention Clinic: A Reflection on 35 Years, offers a comprehensive overview of the collaborative model implemented at the Clinic for High Risk Babies (CHRIB). Over 35 years, CHRIB has pioneered a transdisciplinary approach, bringing together specialists from speech-language pathology, audiology, and related fields to provide early intervention for infants at risk of communication disorders. This model emphasizes joint assessments and customized early communication interventions, tailored to meet the unique developmental needs of each child and support family involvement. Key advancements include the integration of teleintervention services, enhancing accessibility to remote and underserved communities. The presentation reflects on the clinic’s evolution, its outcomes in early communication support, and the lessons learned from three decades of practice. p4.13 Influence of Teachers’ Communication Strategies on Children's Participation in Classroom Routines in Preschool Presenting Author: Natalia Bravo Cerro (Spain) Affiliation: Early Intervention Service of the Association of Families of People with Intellectual and Developmental Disabilities (APANAS) Co-Authors: Florencia Alam, Marta Casla Soler, Alba Torres Early Childhood Education is among the most significant natural environments that promote children’s participation in inclusive settings. Research indicates that the linguistic experiences of 2-year-old children vary even within the same group and teacher (Perry et al., 2018). This study examines the relationship between children’s verbal participation and teachers’ individual utterances directed to each child during group interaction and analyze the impact of a capacity-building program on children's engagement in classroom routines. Changes were examined over a 7-month period in four classrooms of two-year-olds, characterized by diverse levels of development. Circle time sessions were recorded, and MacArthur CDI and STARE (McWilliam, 2000) were applied. Results showed that teachers distribute their speech differently across classrooms and children’s verbal participation is closely related to teachers’ responses to their initiatives. We discuss the role of teachers’ communicative strategies when they face diverse groups of children and the importance of early intervention services’ support.
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