Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education
The objective of this study is to disseminate the results of a pilot system of early detection of neurodevelopmental disorders in early childhood education centres in Cartagena de Indias, Colombia. A total of 280 preschool children, their caregivers and teachers who were recruited from five early ch...
- Autores:
-
Gutiérrez Ruiz, Karol
Santoya Montes, Yanin
- Tipo de recurso:
- Fecha de publicación:
- 2024
- Institución:
- Universidad Tecnológica de Bolívar
- Repositorio:
- Repositorio Institucional UTB
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.utb.edu.co:20.500.12585/12687
- Acceso en línea:
- https://hdl.handle.net/20.500.12585/12687
https://doi.org/10.1080/1034912X.2024.2370799
- Palabra clave:
- Screening
Disability
Inclusive education
Early childhood
Neurodevelopment
Tesauro UNESCO
LEMB
- Rights
- embargoedAccess
- License
- http://purl.org/coar/access_right/c_f1cf
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Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education |
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Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education |
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Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education Screening Disability Inclusive education Early childhood Neurodevelopment Tesauro UNESCO LEMB |
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Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education |
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Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education |
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Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education |
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Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education |
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Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education |
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Gutiérrez Ruiz, Karol Santoya Montes, Yanin |
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Gutiérrez Ruiz, Karol Santoya Montes, Yanin |
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Screening Disability Inclusive education Early childhood Neurodevelopment |
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Screening Disability Inclusive education Early childhood Neurodevelopment Tesauro UNESCO LEMB |
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Tesauro UNESCO LEMB |
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The objective of this study is to disseminate the results of a pilot system of early detection of neurodevelopmental disorders in early childhood education centres in Cartagena de Indias, Colombia. A total of 280 preschool children, their caregivers and teachers who were recruited from five early childhood education centres participated. Using a three-phase system for early detection of neurodevelopmental disorders, 15 cases were detected with delays in different developmental areas, with adequate levels of sensitivity and specificity. The phases of this system include: 1) Screening for risk of developmental delay, 2) In-depth developmental assessment of children at risk and specialised evaluation for suspected cases of neurodevelopmental disorder and 3) referral to specialised intervention and connecting children with special educational needs to educational inclusion strategy of their schools. A collaborative/interdisciplinary approach was used in which families played a crucial role. Once identified, students with neurodevelopmental disorders benefited from receiving the necessary support for their school progress through educational experiences that foster integrative development. This study provides evidence that supports the usefulness of detecting slow development early in childhood as a strategy to improve the life opportunities of children and encouraging educational inclusion in early childhood education. |
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2024 |
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2024-07-02T19:48:53Z |
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2024-06-23 |
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2024-07-02 |
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2026-01-01 |
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Gutiérrez-Ruiz, K., & Santoya Montes, Y. (2024). Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education. International Journal of Disability, Development and Education, 1–17. https://doi.org/10.1080/1034912X.2024.2370799 |
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https://hdl.handle.net/20.500.12585/12687 |
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https://doi.org/10.1080/1034912X.2024.2370799 |
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Universidad Tecnológica de Bolívar |
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Repositorio Universidad Tecnológica de Bolívar |
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Gutiérrez-Ruiz, K., & Santoya Montes, Y. (2024). Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education. International Journal of Disability, Development and Education, 1–17. https://doi.org/10.1080/1034912X.2024.2370799 Universidad Tecnológica de Bolívar Repositorio Universidad Tecnológica de Bolívar |
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https://hdl.handle.net/20.500.12585/12687 https://doi.org/10.1080/1034912X.2024.2370799 |
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eng |
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International Journal of Disability, Development and Education |
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Gutiérrez Ruiz, Karold3f50412-ff11-44ae-8e80-d0760d310e32Santoya Montes, Yanindc3034fa-2b08-4454-a1d5-5eba0b9c5faa2018-20192024-07-02T19:48:53Z2024-07-02T19:48:53Z2024-06-232024-07-022026-01-01Gutiérrez-Ruiz, K., & Santoya Montes, Y. (2024). Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education. International Journal of Disability, Development and Education, 1–17. https://doi.org/10.1080/1034912X.2024.2370799https://hdl.handle.net/20.500.12585/12687https://doi.org/10.1080/1034912X.2024.2370799Universidad Tecnológica de BolívarRepositorio Universidad Tecnológica de BolívarThe objective of this study is to disseminate the results of a pilot system of early detection of neurodevelopmental disorders in early childhood education centres in Cartagena de Indias, Colombia. A total of 280 preschool children, their caregivers and teachers who were recruited from five early childhood education centres participated. Using a three-phase system for early detection of neurodevelopmental disorders, 15 cases were detected with delays in different developmental areas, with adequate levels of sensitivity and specificity. The phases of this system include: 1) Screening for risk of developmental delay, 2) In-depth developmental assessment of children at risk and specialised evaluation for suspected cases of neurodevelopmental disorder and 3) referral to specialised intervention and connecting children with special educational needs to educational inclusion strategy of their schools. A collaborative/interdisciplinary approach was used in which families played a crucial role. Once identified, students with neurodevelopmental disorders benefited from receiving the necessary support for their school progress through educational experiences that foster integrative development. This study provides evidence that supports the usefulness of detecting slow development early in childhood as a strategy to improve the life opportunities of children and encouraging educational inclusion in early childhood education.Universidad Tecnológica de Bolívar18 páginasapplication/pdfengInternational Journal of Disability, Development and EducationEarly Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Educationinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85ScreeningDisabilityInclusive educationEarly childhoodNeurodevelopmentTesauro UNESCOLEMBinfo:eu-repo/semantics/embargoedAccesshttp://purl.org/coar/access_right/c_f1cfCartagena de IndiasAcosta, V., Moreno, A., & Axpe, A. (2012). Implicaciones clínicas del diagnóstico diferencial temprano entre Retraso de Lenguaje (RL) y Trastorno Específico del Lenguaje (TEL). Universitas Psychologica, 11(1), 279–291. https://doi.org/10.11144/Javeriana.upsy11-1.icddAlom, J. H. (2020). Early identification mechanisms for special needs children: A comprehensive analysis. Mukt Shabd Journal, 9(5), 4309–4616American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM- 5®). American Psychiatric Pub.Arnaiz, P. (2012). Escuelas eficaces e inclusivas: Cómo favorecer su desarrollo Effective and inclusive schools: How to promote their development. Educatio Siglo, 30(1), 25–44.Augustyn, M. B., Loughran, T., Philippi, P. L., Thornberry, T. P., & Henry, K. L. (2020). How early is too early? Identification of elevated, persistent problem behavior in childhood. Prevention Science, 21 (4), 445–455. https://doi.org/10.1007/s11121-019-01060-yBago, J. L., Ouédraogo, M., Akakpo, K., Lompo, M. L., Souratié, W. D. M., & Ouédraogo, E. (2020). Early childhood education and child development: New evidence from Ghana. 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Early intervention services of children with physical disabilities: Complexity of child and family needs. 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