192
Posters Advancing Comprehensive Early Childhood Intervention
Session 5
ECI INFRASTRUCTURE Topic - Serving Diverse Populations p5.29 Early Intervention in Early Childhood in the Guarani Indigenous Population: Mapping Children With Disabilities Child development is influenced by factors including the environment, the family and the child's experiences. In the context of indigenous populations, it is essential to consider their beliefs, practices and living conditions when addressing issues of health and disability, understanding that the environment and culture are essential for development and the entire formative process as a person. The aim of this research was to map children with disabilities in the Guarani indigenous population of the Baixada Santista Metropolitan Region (RMBS). The results point to the invisibility of this data on children with disabilities aged between 0 and 6, which is not found on current demographic research websites or on the data platform of the health department for people with disabilities, with only information on a different age group and without territorial specificity. p5.30 Navigating Personal and Cultural Conceptions of Inclusion in the ECI Workforce Presenting Author: Philadelphia Morgan (USA) Affiliation: University of Colorado Denver Co-Author: Jaleesa Steward In early childhood intervention (ECI) settings, personnel and families often hold differing perspectives on inclusion and disability. While some families advocate for inclusive environments to support their child’s social and academic development, others prefer specialized settings tailored to their child’s unique needs. Similarly, educators may prioritize either integration into general classrooms or separate, tailored approaches. These differences can create tensions but also offer opportunities for innovation through dialogue and collaboration. This poster explores strategies for navigating these differences by fostering cross-cultural understanding, implementing culturally responsive policies, and engaging in shared professional development. Using case studies and evidence-based examples, it highlights reflective practices, inclusive leadership, and family-centered planning as tools for building cohesive, equitable teams. Attendees will gain actionable insights to leverage diversity as a strength, address barriers to inclusion, and create transformative, collaborative ECI environments that benefit all children and families. Presenting Author: Bárbara Billarubia Sampaio (Brazil) Affiliation: Federal University of São Paulo - UNIFESP p5.31 Reaching the Unreached: Creating Impact to Support Children With Special Needs in the Tribal Areas in a District in India Presenting Author: Shabnam Rangwala (India) Affiliation: Project Noor The aim of this project is to support the health needs of children with developmental disabilities in the unreached tribal areas of a rural district of Maharashtra. Partnerships, established with another not-for-profit and the local State health administration, to set up 3 monthly medical camps with a multidisciplinary team comprising neurologists, social workers, and therapy team. Beginning with about 30 to 25 patients at a local farmhouse, the project has expanded to approximately 115 patients at each camp, now held at the government-run Sub District hospital. Interventions like medical support and therapy guidance are given. In addition, ECG testing and provision of splints as per need are also given. Between camps, patients who are able to join are provided teletherapy once a week. Over the years the project has impacted the lives of over 1000 patients with special needs. p5.32 Reflective Functioning as Intervention: A Qualitative Exploration of "Wondering and Imagining" Through an African Exploring reflective functioning as intervention through a Life Course Health Development (LCHD) lens is multilevel, supports a targeted focus during a critical or sensitive period of development, and brings molecular, biological, social, and cultural processes into alignment. Additionally, a cultural conceptualization of reflective functioning lends itself to whole systems support in “recognizing that different circumstances and contexts warrant different intensities of intervention” (Russ, et al. 2022a, p.S5). The aim of the study was to operationalize reflective functioning from an African American/Black maternal lived experience. An exploratory study of 20 semi-structured, 20-hour life-course-based qualitative interviews were conducted. Preliminary themes include: (1) intergenerational transmission of reflective capacity; (2) importance of tone and non-verbal communication; and (3) the critical core of Black family values. Findings indicate the importance of a culturally rooted outcome measures and systems training of providers to acknowledge the presence of this construct in an African American/Black maternal context. American/Black Maternal Lived Experience Presenting Author: Vivian L. Tamkin (USA) Affiliation: Santa Clara University Co-Authors: Zoha Farrukh, Lizette Hernandez, Ja'Toria Palmer, Shawna Tran, Laura Wallerstein
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