Public seminar on “Using Evidence-based Practices to Support Inclusion of Preschoolers with Disabilities” co-organised with the Education Bureau (EDB).

The increased focus on the use of teaching practices that are scientifically valid (based on research) is changing the way in which university faculty are preparing teacher candidates. The question of “does a practice work?” has expanded to include questions about the implementation, adaptability, social acceptability, and sustainability of the practice. This presentation explored the changing dialogue on evidence-based practices and the growing emphasis on the “science of dissemination”, that is the systematic adoption of evidence-based practices. Common questions raised today about teaching practices include:

Can the practice be used with fidelity?
Is it sustainable over time?
Is it socially acceptable?
Can components be adapted based on resources available?
Is progress monitoring a part of the practice?

This presentation provided examples of several popular practices used to support preschool children with disabilities in programs for children who are typically developing. Examples are drawn from students’ work at the University of Illinois. They include: use of visual schedules, social stories, and positive behavioral supports and how the students addressed the implementation.

Susan Fowler, Ph.D. is a professor of Special Education and has spent over 30 years conducting research and teaching in the fields of early childhood education and early childhood special education. She has directed many federally funded projects that focus on research to support the social and academic development of young children with disabilities. Much of her research has looked at factors that support inclusion in community child care, policies supporting early intervention, and the transition for families and children across service programs. Prof. Fowler has held many leadership roles nationally, including President of the Division of Early Childhood of the Council of Exceptional Children (DEC 1991-92), President of the Council of Exceptional Children (2008) and President of the Higher Education Consortium of Chairs of Special Education HECSE (1999-2000). She has been a faculty member at the University of Illinois for 23 years and served as Department Chair, Associate Dean and Dean of the College of Education. She has been the primary advisor for more than 20 doctoral students who today serve in faculty roles preparing future educators. She received her doctorate in 1979 from the University of Kansas in Developmental and Child Psychology.

Share:

Facebook
Twitter
LinkedIn
WhatsApp
Email
On Key

View More Posts

太平洋區幼兒教育研究學會(香港)(PECERA-HK)《行政長官 2026 年施政報告》建議 (Chinese Version Only)

(Chinese Version Only) 點擊查看建議原文   太平洋區幼兒教育研究學會(香港)(PECERA-HK) 《行政長官 2026 年施政報告》建議   太平洋區幼兒教育研究學會(香港)的首要宗旨是為幼兒教育專業研究學者及從事促進幼兒發展與成長的同工及專業人士,提供學術交流與合作的平台,以攜手促進幼兒發展, 提升教育質素。兒童的成長與發展一直是本學會的重點關注。   本學會認同過去兩年的施政報告均能針對實際情況,釐訂有利香港發展的政策,包括鼓勵生育,投放資源以支援在職父母,增加資助獨立幼兒中心日間照顧數目及「鄰里支援幼兒照顧計劃」名額,並擴展多元支援配套。此外,政府推出的「家有初生優先配屋計 劃」,及新生嬰兒父母現金獎勵等,能在不同範疇締造多項推動育兒環境的德政,取得積極成效。   然而,考慮到香港目前受財政限制,本學會建議政府持續推動家庭友善城市建設,並務實地優化現有資源配置與運用,提升投入產出比例,同時兼顧資源效用最大化,提升服務質素及推動創新發展。本學會就促進持續優化幼兒教育及家庭支援環境的策略,提出以下六大原則及建議:     1. 表揚及善用社會各方為民所需投放資源的貢獻   香港有不少機構、團體或公司成立基金會,惠及弱勢和有需要人士;亦有很多學術團體,憑藉其學術專長,研發各類評估手法或專業服務模式,且不少已結集成網上資源,可作廣泛應用。建議政府善用以上已經研發的成果,主動表揚他們的貢獻,以鼓勵他們積極開展更多的研發工作。此舉無疑可增潤服務的專業能力,政府從中也可採納配合施政的方案。