192
Posters Advancing Comprehensive Early Childhood Intervention
Session 5
ECI INFRASTRUCTURE Topic - Policy p5.14 Early Childhood Intervention Policies in Europe: A Documental Analysis Presenting Author: Rita Limede (Portugal) Affiliation: CIEC, University of Minho Co-Author: Ana Maria Serrano
Early Childhood Intervention (ECI) services, despite their importance, are not yet universally available throughout Europe. There are discrepancies in Policies and Practices, regarding the access to services that aim to promote the development of children with disabilities and/at risk in the early years. The goal of this work is to analyze the documentation regarding the existence of Early Childhood policies that promote the development of children with disabilities and/at risk, and their inclusion, as well as children’s and their families’ rights. The documents selected originated from 5 different countries – Portugal, Spain, Germany, Greece and Serbia – and the data collected will be from both official policy documentation (both from the state and relevant NGO’s) and legislation. The analysis will allow us to understand and recognize the evolution of policies in each country concerning ECI and its characteristics. p5.15 A Study on the Current Status of Early Intervention Implementation in Taiwan's Social Welfare and Education Systems This study investigates the current status of early intervention implementation within Taiwan's social welfare and education systems. The research examines how both sectors address the needs of young children with developmental delays or disabilities through early intervention programs. By analyzing policy frameworks, service delivery models, and collaboration between governmental and non-governmental organizations, the study highlights the strengths and challenges in the current system. Findings suggest that while there is increasing awareness and support for early intervention, gaps remain in terms of resource allocation, accessibility, and coordination between social welfare and education services. The study provides recommendations for enhancing early intervention services, including policy improvements and greater integration of services, to better meet the needs of children and their families in Taiwan. Presenting Author: Pei-Fang Rachel Wu (Taiwan) Affiliation: National Taichung Univeristy of Education Co-Author: Ruie-MIne Chen
ECI INFRASTRUCTURE Topic - Professional Development
p5.16 The Application of Coaching Training Models in Bridging the Gap Between Theory and Practice: An Action Study of a Graduate
Early Childhood Inclusion Course in Taiwan Presenting Author: Pei-Fang Rachel Wu (Taiwan) Affiliation: National Taichung University of Education Co-Author: Ruie-Mine Chen
This study explores how teachers guide students in constructing knowledge maps within project-based learning (PBL) and how hands-on courses help students apply learned teaching techniques. It examines how teachers support students in solving real- world problems through PBL, while promoting reflection and growth during practical activities. The coaching model is used to guide students’ learning, helping them navigate challenges. The study also investigates how teachers offer individualized support based on students' learning needs, adjusting strategies to enhance critical thinking, problem- solving, and teaching adaptability. Regular reflection and feedback mechanisms aim to foster these skills. Ultimately, the research seeks to bridge the gap between theory and practice, improving learning outcomes in inclusive education by addressing diverse challenges. p5.17 Comparing Remote-Coaching Approaches in Early Intervention: Supporting Implementation of Recommended Practices Presenting Author: Robin McWilliam (USA) Affiliation: University of Alabama Co-Authors: Kimberly R. Tomeny,Theodore S. Tomeny In the United States, early interventionists provide services to families of infants and toddlers with disabilities under Part C of the Individuals with Disabilities Education Act (IDEA, 2004). Research shows that remote-coaching approaches can improve professionals’ practices in EI/ECSE (McLeod et al., 2023), yet limited research has explored the use of remote-coaching approaches with early interventionists working in families’ natural environments. The purpose of this study was to compare two remote- coaching approaches in supporting early interventionists’ use of recommended practices. Participants consisted of 11 early interventionists who either received synchronous remote coaching (bug-in-ear sessions during visits) or asynchronous remote coaching (video review sessions between visits). Results show increases in early interventionists’ use of recommended practices, on average, from pre- to post- intervention for both conditions, with a large effect size for bug- in-ear (d = 1.15) and moderate for video review (d = 0.72), indicating support for the use of either approach.
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