Title: Early Intervention for young children with special needs in Taiwan

Author(s): Hua-Kuo Ho

Pages:1-11

Abstract: The purpose of this study was intended to investigate the current system of early intervention in Taiwan in order to understand the problems encountered and provide the coping strategies for improving the services. Documentary analysis and phone interview were employed in the study to collect the research data needed. The sample of phone interview consisted of 18 professionals from 14 municipalities and counties (cities) selected by the purposive-stratified basis. The self-developed semi-structured Early Intervention Questionnaire was used to collect the phone interview data. The modified analysis and the constant comparative method were adopted to treat the data.The results of the study revealed that the Early Intervention Service Implementation Program for Children with Developmental Delays is the policy foundation for the finding, assessment and intervention of young children with special needs in Taiwan. The Early Intervention Notification, Referral and Case Management Center for Children with Developmental Delays and the Center of Team Evaluation for Children’s Development in all municipalities and counties (cities) seem to be the core framework for early intervention. The current early intervention generally seems to have such functional problems as shortage of funding and professional manpower, poor coordination among social welfare, health and education agencies and organizations, low rate of notification for screening (especially for the ages 0-3), weak parental willingness to receive services, lack of assessment and intervention resources, as well as the reliability and validity problems in assessment instruments. Some coping strategies in accordance with these problems were also recommended in the study.

 Keywords: Early intervention,  young children, Taiwan

Title: Training Needs for implementing early childhood inclusion in China

Author(s):Bi Ying Hu  

Pages: 12-30

Abstract: This article focuses on assessing Chinese early childhood teachers’ training needs for working with special needs children in regular classrooms in light of China’s national policy requiring inclusive practices. The researcher recruited teachers from inclusion pilot kindergartens in Beijing to participate in the study. MANOVA results indicate that teacher perceptions of training needs did not differ in comparing their level of education, years of teaching experience, or class size. Descriptive statistics from the four subscales of the training needs survey data and interviews with special education teachers, principals, and early childhood teachers indicate that the teachers had the greatest need for training in the following areas: behavior management, the process of implementing individualized education plans, inclusion strategies, and communicating with parents and families. Finally the article discusses implications and recommendations for teacher preparation and future research.

Keywords: Training needs, early childhood inclusion, Chinese kindergarten, children with disabilities

Title: Question Answer Relationships (QAR) in the Primary Grades: Laying the Foundation for Reading Comprehension

 Author(s): Leah H. Kinniburgh & Sandra S. Prew

Pages: 31-44

Abstract: Question Answer Relationships (QAR) can be taught effectively to students in the primary grades for the purpose of laying a strong foundation for reading comprehension. In this action research study, a kindergarten, first, and second grade teacher, along with a special education teacher, implemented the QAR strategy in their classrooms over a four week period. The teachers were trained in the strategy prior to implementing it in their classrooms. They were shown engaging methods of implementing the QAR with young students. Support was then provided to them throughout the entire implementation period. The results indicate that the QAR strategy, if implemented effectively, can increase comprehension of young students and provide a strong foundation for reading comprehension.

Keywords: Question Answer Relationships (QAR), action research, kindergarten, first, and second grades, reading comprehension.

Title: Evidence-based Practices for young children with Autism Spectrum Disorders: Guidelines and recommendations from the National Resource Council and National Professional Development Center on Autism Spectrum Disorders

Author(s): L. Lynn Stansberry-Brusnahan & Lana L. Collet-Klingenberg

Pages: 45-56

Abstract: The National Research Council has identified goals, areas of need, and basic recommendations for educational programs serving children with autism spectrum disorders. The National Professional Development Center on Autism Spectrum Disorders has identified evidence-based practices for early childhood and elementary programming. Highlighting the work produced by these two organizations, this article provides professionals with guidance in setting up educational programs that use effective, research-based interventions for young children with autism spectrum disorders in early childhood special education.

Title: Factors for the success of early childhood inclusion & Related studies in Turkey  

Author(s): E. Sema Batu

Pages: 57-71

Abstract: This paper was designed in two phases. The first phase determines the important aspects playing role in the successful early childhood inclusion. Based on related literature, teachers, school administrators, children with and without special needs, parents of children with and without special needs and physical environment were considered as the important aspects and discussed in the paper. In the second phase, some research studies conducted in Turkey about early childhood inclusion and opinions and attitudes of teachers and other people regarding inclusion were examined. The results of the research studies were also discussed. 

Title: A practical guide to early childhood inclusion:  Effective reflection

Author(s): Avsar Ardic

Pages: 72-75

Abstract: This book review article provides information on a book entitled “A practical guide to early childhood inclusion:  Effective reflection”, written by Ann M. Gruenberg & Regina Miller/