191
Posters Advancing Comprehensive Early Childhood Intervention
Session 5
ECI INFRASTRUCTURE Topic - Personnel Preparation
p5.12 Transforming Education With Universal Design for Learning: Empowering Teachers to Enhance Accessibility and Inclusion in Digital and In-Person Environments Presenting Author: Cristina Sánchez Romero (Spain) This article explores the principles of Universal Design for Learning (UDL) applied to teacher training in both in-person and digital contexts. UDL presents a challenge for both teachers and students, as it must be adaptable to diverse needs and learning styles, ensuring accessibility and equity. Teacher training should focus on how to apply UDL to create inclusive and flexible learning environments, using digital tools and active methodologies that promote the participation of all students. Additionally, a UDL-based evaluation rubric is proposed for designing lesson plans, particularly in Early Childhood Education, to promote inclusion and accessibility of content. The IN-PRO-IN-DE project’s main objective is to train teachers in integrating UDL into the planning of educational activities, both in-person and digital, improving educational quality and access to knowledge for all students. Affiliation: National Distance Education University (UNED) Co-Authors: Cristina García Vacas, Eva María Muñoz Jiménez
p5.13 Transversal Skills in the Training of Speech Therapists at E2S|P.PORTO to Promote Family Participation
Presenting Author: Marta Joana Pinto (Portugal) Affiliation: School of Health, Polytechnic of Porto Co-Authors: Maria João Gonçalves, Eugénia Magina
It has been a concern of the Scientific Technical Area of Speech Therapy at E2S|P.PORTO to train professionals who use family- centered approaches, which enhance participatory practices. In Bachelor's and Master's curricular units, theoretical references have been deepened regarding professional skills and practices associated with working with families. Given this, we intend to find out whether, in the student's opinion, the curricular units made it possible to develop skills for building consistent relationships with the family and the community; promote the evaluation and construction of appropriate plans for children and their families; and promote teamwork with significant caregivers. In this quantitative and descriptive study, former students responded to a questionnaire prepared by the authors, and the responses were subjected to descriptive statistical analysis. The results indicate a trend of positive responses from students, and that these curricular units enhanced relational and participatory skills in working with the children and families supported.
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