Título: Cómo implementar el modelo centrado en la familia en la intervención temprana. Resumen: A partir de los resultados de una investigación encaminada a la mejora de la calidad de vida de las familias con un hijo o hija con discapacidad intelectual, el objetivo del presente trabajo es ofrecer una propuesta metodológica para la implementación del modelo centrado en la familia en los centros de atención temprana de nuestro país. Los análisis cuantitativos y cualitativos de los datos recogidos nos permiten sistematizar los pasos o fases que sería necesario seguir con el fin de proporcionar herramientas úti-les a los profesionales y a las familias de los centros de atención temprana para promover el desarrollo de los niños y el empoderamiento de las familias. El artículo supone un paso adelante respecto a las propuestas realizadas por otros investigadores de otros países con tradiciones y cultura diferentes en el ámbito de la atención temprana y trata de recoger las caracterís-ticas y la idiosincrasia de nuestro país en cuanto a la historia y la trayectoria de la atención temprana en las últimas décadas. Palabras clave: atención temprana; trabajo centrado en la familia; niños con discapacidad; niños con trastornos del desarrollo. Abstract:From the results of a research aimed at improving the quality of life of families with a child with intellectual disability, the purpose of this paper is to provide a methodology for the implementation of the familycentered model in early childhood intervention centers in our country. Quantitative and qualitative analyses of the collected data allow us to systematize the steps or stages that would be necessary to provide professionals and families in early intervention centers with useful tools to empower the families and to enhance the children's development. This article represents another step further from the proposals made by other researchers in other countries with different traditions and culture in the field of early intervention, and intends to reflect the characteristics of our country in terms of the history and the path of early intervention in recent decades.
ObjectiveThe present study evaluates the impact of family‐centered practices on families' ratings of social validity of telepractice in 659 Spanish families in early childhood intervention (ECI) services.BackgroundThe integration of telepractice in ECI services has been accelerated by the social and health situation caused by the COVID‐19 pandemic. Until then, telepractice was a well‐known but scarcely used resource in early intervention. Social validity assessments are critical for telepractice because services are focused on supporting primary caregivers. Social validity, therefore, refers to whether the intervention approach and outcomes match the needs of children and families, allowing for improved planning, implementation, and evaluation of early intervention programs.MethodA survey‐based cross‐sectional study on families' ratings of social validity was carried out. A structural equations model was performed in order to assess the influence of families' ratings of the social validity of telepractice. The model analyzed a mediation through latent variables: family‐centered practices (X), fit of services to family needs (M), and social validity of telepractice (Y).ResultsOur study shows an overall good perception of social validity of telepractice by families. Focusing on family needs and priorities and professionals encouraging families to have an active role completely mediates the relationship between family‐centered practices and family social validity scores. No differences in telepractice modalities were found.Conclusions and ImplicationsA family‐centered approach to telepractice in ECI is needed, not only for greater social validity, but also for improved child and family outcomes, especially when services support real family needs and priorities.
This article describes early childhood inclusion in educational settings in Spain. First, we address the legislative framework of preschool education in Spain and offer a brief analysis of some relevant issues, including the current situation of early childhood education and inclusion at this stage. Second, current policies and practices relating to the inclusion of students with special needs in early childhood education are analyzed. Issues such as staff characteristics and training, the ratio of children with special needs to children without special needs, forms of schooling, curriculum, and available supports are covered. Third, we present a brief summary of the evaluation and research on early childhood inclusion. Despite the limited availability of data, we present some results from a recent study that includes aspects such as the facilitators and barriers to inclusion, development of the student, participation and acceptance, and the ongoing process of inclusion. Finally, the main challenges that we face in our country and the next steps regarding the learning and development of students, participation of families, teacher training, working conditions, and future research are addressed.
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