PublicaciĆ³n:
Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education

Vista sencilla de Ć­tem
datacite.rightshttp://purl.org/coar/access_right/c_f1cfspa
dc.contributor.authorGutiƩrrez Ruiz, Karol Patricia
dc.contributor.authorSantoya Montes, Yanin Elena
dc.coverage.spatial2018-2019
dc.date.accessioned2024-07-02T19:48:53Z
dc.date.available2024-07-02T19:48:53Z
dc.date.embargoEnd2026-01-01spa
dc.date.issued2024-06-23
dc.date.submitted2024-07-02
dc.description.abstractThe 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.spa
dc.description.sponsorshipUniversidad TecnolĆ³gica de BolĆ­varspa
dc.format.extent18 pƔginas
dc.format.mimetypeapplication/pdfspa
dc.identifier.citationGutiĆ©rrez-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, 1ā€“17. https://doi.org/10.1080/1034912X.2024.2370799spa
dc.identifier.doihttps://doi.org/10.1080/1034912X.2024.2370799
dc.identifier.instnameUniversidad TecnolĆ³gica de BolĆ­varspa
dc.identifier.reponameRepositorio Universidad TecnolĆ³gica de BolĆ­varspa
dc.identifier.urihttps://hdl.handle.net/20.500.12585/12687
dc.language.isoengspa
dc.publisher.placeCartagena de Indiasspa
dc.rights.accessrightsinfo:eu-repo/semantics/embargoedAccessspa
dc.sourceInternational Journal of Disability, Development and Educationspa
dc.subject.armarcTesauro UNESCO
dc.subject.armarcLEMB
dc.subject.keywordsScreeningspa
dc.subject.keywordsDisabilityspa
dc.subject.keywordsInclusive educationspa
dc.subject.keywordsEarly childhoodspa
dc.subject.keywordsNeurodevelopmentspa
dc.titleEarly Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Educationspa
dc.typeArtĆ­culo de revistaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1spa
dc.type.driverinfo:eu-repo/semantics/articlespa
dc.type.hasversioninfo:eu-repo/semantics/publishedVersionspa
dcterms.bibliographicCitationAcosta, V., Moreno, A., & Axpe, A. (2012). Implicaciones clĆ­nicas del diagnĆ³stico diferencial temprano entre Retraso de Lenguaje (RL) y Trastorno EspecĆ­fico del Lenguaje (TEL). Universitas Psychologica, 11(1), 279ā€“291. https://doi.org/10.11144/Javeriana.upsy11-1.icddspa
dcterms.bibliographicCitationAlom, J. H. (2020). Early identification mechanisms for special needs children: A comprehensive analysis. Mukt Shabd Journal, 9(5), 4309ā€“4616spa
dcterms.bibliographicCitationAmerican Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM- 5Ā®). American Psychiatric Pub.spa
dcterms.bibliographicCitationArnaiz, P. (2012). Escuelas eficaces e inclusivas: CĆ³mo favorecer su desarrollo Effective and inclusive schools: How to promote their development. Educatio Siglo, 30(1), 25ā€“44.spa
dcterms.bibliographicCitationAugustyn, 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), 445ā€“455. https://doi.org/10.1007/s11121-019-01060-yspa
dcterms.bibliographicCitationBago, J. L., OuƩdraogo, M., Akakpo, K., Lompo, M. L., SouratiƩ, W. D. M., & OuƩdraogo, E. (2020). Early childhood education and child development: New evidence from Ghana. Children and Youth Services Review, 108, 104620. https://doi.org/10.1016/j.childyouth.2019.104620spa
dcterms.bibliographicCitationBaird, G., Charman, T., Cox, A., Barun-Cohen, S., Swettenham, J., Wheelright, S., & Drew, A. (2001). Screening and surveillance for autism and pervasive developmental disorders. Archives of Disease in Childhood, 84(6), 468ā€“475. https://doi.org/10.1136/adc.84.6.468spa
dcterms.bibliographicCitationBartolo, P., Bjƶrck-ƅkesson, E., GinĆ©, C., & Kyriazopoulou, M. (2016). Inclusive early childhood educa tion: An analysis of 32 European examples. European Agency for Special Needs and Inclusive Education.spa
dcterms.bibliographicCitationBarton, E. E., Lawrence, K., & Deurloo, F. (2012). Individualizing interventions for young children with autism in preschool. Journal of Autism and Developmental Disorders, 42(6), 1205ā€“1217. https://doi. org/10.1007/s10803-011-1195-zspa
dcterms.bibliographicCitationBernal, R., & Camacho, A. (2010). La importancia de los programas para la primera infancia en Colombia. Universidad de los Andes, Facultad de EconomĆ­a.spa
dcterms.bibliographicCitationBruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3), 339ā€“355. https://doi.org/10.1177/001440291007600306spa
dcterms.bibliographicCitationCamilli, G., Vargas, S., Ryan, S., & Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Recor, 112(3), 579ā€“620. https://doi.org/10.1177/016146811011200303spa
dcterms.bibliographicCitationCampo-Ternera, L. (2011). CaracterĆ­sticas del desarrollo adaptativo en niƱos de 3 a 7 aƱos de la ciudad de Barranquilla. Psychologia Avances de La Disciplina, 5(2), 95ā€“104. https://doi.org/10. 21500/19002386.1136spa
dcterms.bibliographicCitationCanal Bedia, R., GarcĆ­a Primo, P., TouriƱo Aguilera, E., MartĆ­n Cilleros, M. V., Ferrari, M., MartĆ­nez Velarte, M. . . . Posada de la Paz, M. (2006). La detecciĆ³n precoz del autismo. Psychosocial Intervention, 15(1), 29ā€“47. https://doi.org/10.4321/S1132-05592006000100003spa
dcterms.bibliographicCitationCasals, H. V. (2016). La escuela (0-3) en el Marco de la AtenciĆ³n Temprana: un agente imprescindible en la promociĆ³n y vigilancia del desarrollo infantil [Doctoral dissertation]. Universidad de Las Palmas de Gran Canariaspa
dcterms.bibliographicCitationDelgado-Lobete, L., Santos-Del-Riego, S., PĆ©rtega-DĆ­az, S., & Montes-Montes, R. (2019). Prevalencia de sospecha de trastorno de la coordinaciĆ³n del desarrollo y factores asociados en las aulas espaƱolas. Research in Developmental Disabilities, 86, 31ā€“40. https://doi.org/10.1016/j.ridd.2019. 01.004spa
dcterms.bibliographicCitationFyssa, A., Vlachou, A., & Avramidis, E. (2014). Early childhood teachersā€™ understanding of inclusive education and associated practices: Reflections from Greece. International Journal of Early Years Education, 22(2), 223ā€“237. https://doi.org/10.1080/09669760.2014.909309spa
dcterms.bibliographicCitationGalbe SĆ”nchez-Ventura, J., PallĆ”s Alonso, C. R., Rando Diego, Ɓ., SĆ”nchez Ruiz-Cabello, F. J., Colomer Revuelta, J., CortĆ©s Rico, O., & Mengual Gil, J. M. (2018). DetecciĆ³n precoz de los trastornos del desarrollo (parte 2): trastornos del espectro autista. PediatrĆ­a AtenciĆ³n Primaria, 20(79), 277ā€“285.spa
dcterms.bibliographicCitationGrande, F. P., & GonzĆ”lez, N. M. (2015). La educaciĆ³n inclusiva en la educaciĆ³n infantil: Propuestas basadas en la evidencia. Tendencias PedagĆ³gicas, 26, 145ā€“162.spa
dcterms.bibliographicCitationGuralnick, M. J., & Bruder, M. B. (2016). Early childhood inclusion in the United States: Goals, current status, and future directions. Infants & Young Children, 29(3), 166ā€“177. https://doi.org/10.1097/ IYC.0000000000000071spa
dcterms.bibliographicCitationGutiĆ©rrez-Ruiz, K., Delgado, A. R., & Prieto, G. (2019). Rasch analysis of the Q-CHAT in Colombian toddlers with autism spectrum disorder. Current Psychology, 38, 116ā€“120. http://doi.org/10.1007/ s12144-017-9596-6spa
dcterms.bibliographicCitationHart, S., Dixon, A., Drummond, M. J., & McIntyre, D. (2010). Learning without limits. Open University Press.spa
dcterms.bibliographicCitationHarte, H. A. (2010). The project approach: A strategy for inclusive classrooms. Young Exceptional Children, 13(3), 15ā€“27. https://doi.org/10.1177/1096250610364355spa
dcterms.bibliographicCitationHong, S., & Reynolds, K. L. (2013). Transdisciplinary team building: Strategies in creating early childhood educator and health care teams. International Journal of Early Childhood Education, 5 (1), 30ā€“44. https://doi.org/10.20489/intjecse.107925spa
dcterms.bibliographicCitationHornby, G., & Sutherland, D. (2014). School principalsā€™ views of teaching standards for inclusive education in New Zealand. In P. Jones (Ed.), Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals (pp. 47ā€“56). Routledge.spa
dcterms.bibliographicCitationLipkin, P. H., Macias, M. M., Norwood, K. W., Brei, T. J., Davidson, L. F., Davis, B. E., Ellerbeck, K. A., Houtrow, A. J., Hyman, S. L., Kuo, D. Z., Noritz, G. H., Yin, L., Murphy, N. A., Levy, S. E., Weitzman, C. C., Bauer, N. S., Childers Jr, D. O., Levine, J. M., & McGuinn, L. J. (2020). Promoting optimal development: Identifying infants and young children with developmental disorders through developmental surveillance and screening. Pediatrics, 145(1), e20193449. https://doi. org/10.1542/peds.2019-3449spa
dcterms.bibliographicCitationLord, C., Rutter, M., DiLavore, P., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule (2nd ed (ADOS-2)). Western Psychological Corporationspa
dcterms.bibliographicCitationMaldonado-CarreƱo, C., & Votruba-Drzal, E. (2011). Teacherā€“child relationships and the develop ment of academic and behavioral skills during elementary school: A within-and between-child analysis. Child Development, 82(2), 601ā€“616. https://doi.org/10.1111/j.1467-8624.2010.01533.xspa
dcterms.bibliographicCitationMarchesi, Ɓ., Blanco, R., & HernĆ”ndez, L. (2014). Avances y desafĆ­os de la educaciĆ³n inclusiva en IberoamĆ©rica. OEI.spa
dcterms.bibliographicCitationMcCormick, M. C., Brooks-Gunn, J., Buka, S. L., Goldman, J., Yu, J., Salganik, M., & Bauer, C. R. (2006). Early intervention in low birth weight premature infants: Results at 18 years of age for the infant health and development program. Pediatrics, 117(3), 771ā€“780. https://doi.org/10.1542/peds. 2005-1316spa
dcterms.bibliographicCitationMcManus, E. M. (2020). Reducing school dropout rates through early identification of students at risk. Emerging Perspectives: Interdisciplinary Graduate Research in Education and Psychology, 4(2), 67ā€“78.spa
dcterms.bibliographicCitationMcWilliam, R. A. (2010). Working with families of children with special needs. The Guildford-Press.spa
dcterms.bibliographicCitationMinisterio de EducaciĆ³n Nacional, MEN. (2017). Documento de orientaciones tĆ©cnicas, administrativas y pedagĆ³gicas para la atenciĆ³n educativa a estudiantes con discapacidad en el marco de la educaciĆ³n inclusiva. GuĆ­a No, 24. MEN. https://www.mineducacion.gov.co/1759/articles-360293_ foto_portada.pdfspa
dcterms.bibliographicCitationMitchell, D. (2010). CHAPTER 11 inclusive education. in education that fits:review of international trends in the education of students with special educational needs. report for the ministry of education. https://www.educationcounts.govt.nz/publications/special_education/education- that-fits/chapter-eleven-inclusive-educationspa
dcterms.bibliographicCitationMoraleda, E., Romero, M., & Cayetano, M. (2013). La parĆ”lisis cerebral como una condiciĆ³n dinĆ”mica del cerebro: un estudio secuencial del desarrollo de niƱos hasta los 6 aƱos de edad. Universitas Psychologica, 12(1), 119ā€“127. https://doi.org/10.11144/Javeriana.upsy12-1.pccdspa
dcterms.bibliographicCitationNavarro, S. I., & GonzĆ”lez, G. C. (2010). DetecciĆ³n sistemĆ”tica de dĆ©ficits aptitudinales como estrategia de prevenciĆ³n de dificultades acadĆ©micas. In R. Roig-Vila & M. Fiorucci (Eds.), Claves para la investigaciĆ³n en innovaciĆ³n y calidad educativas, la integraciĆ³n de las tecnologĆ­as de la informaciĆ³n y la comunicaciĆ³n y la interculturalidad en las aulas (pp. 297ā€“310). Marfil.spa
dcterms.bibliographicCitationNewborg, J., Stock, J., & Wneck, L. (1996). Inventario del Desarrollo Battelle. TEA.spa
dcterms.bibliographicCitationNores, M. (2020). The economics of early childhood interventions. In The economics of education: A comprehensive overview (pp. 229ā€“238). Academic Press.spa
dcterms.bibliographicCitationOberklaid, F., Baird, G., Blair, M., Melhuish, E., & Hall, D. (2013). Childrenā€™s health and development: Approaches to early identification and intervention. Archives of Disease in Childhood, 98 (12), 1008ā€“1011. https://doi.org/10.1136/archdischild-2013-304091spa
dcterms.bibliographicCitationOgelman, H. G., & Secer, Z. (2012). The effect inclusive education practice during preschool has on the peer relations and social skills of 5-6-year olds with typical development. International Journal of Special Education, 27(3), 169ā€“175.spa
dcterms.bibliographicCitationPineda, D. A., Kamphaus, R. W., Mora, O., Restrepo, M. A., Puerta, I. C., Palacio, L. G., & JimĆ©nez, M. E. (1999). Sistema de evaluaciĆ³n multidimensional de la conducta. Escala para padres de niƱos de 6 a 11 aƱos, versiĆ³n colombiana. Revista de NeurologĆ­a, 28(7), 672ā€“681. https://doi.org/10.33588/rn. 2807.99011spa
dcterms.bibliographicCitationRamƭrez, B. Y., & Bernal-Ruiz, F. (2020). Prevalencia de niƱos preescolares con alteraciones cognitivas en la provincia de Cienfuegos. Revista Cubana de Pediatrƭa, 92(3), e:721. http://revpediatria.sld.cu/ index.php/ped/article/view/721spa
dcterms.bibliographicCitationReynolds, C. R. (1992). BASC. Behavioral assessment system for children. Manual. American Guidance Service.spa
dcterms.bibliographicCitationRobins, D., Casagrande, K., Barton, M., Chen, C., Dumont-Mathieu, T., & Fein, D. (2014). Validation of the modified checklist for Autism in toddlers, revised with followup (M-CHAT-R/F). Pediatrics, 133 (1), 37ā€“45. https://doi.org/10.1542/peds.2013-1813spa
dcterms.bibliographicCitationRose, C. A., & Monda-Amaya, L. E. (2011). Bullying and victimization among students with disabilities. Intervention in School and Clinic, 48(2), 99ā€“107. https://doi.org/10.1177/1053451211430119spa
dcterms.bibliographicCitationRubio, M. (2012). Inventario de desarrollo como instrumento de ayuda diagnĆ³stica en niƱos con dificultades en la participaciĆ³n de actividades escolares. Revista Colombiana de PsiquiatrĆ­a, 41(1), 139ā€“149. https://doi.org/10.1016/S0034-7450(14)60073-1spa
dcterms.bibliographicCitationSagun, K., Albarillo, A., Amancio, J. K., Bulanadi, J., De Guzman, I., Jugueta, V. P., & Santos, K. E. (2020). Outcomes of early detection and intervention of children with disability: perspectives from Philippine public school teachers and administrators. International Journal of Disability, Development and Education, 69(4), 1ā€“17. https://doi.org/10.1080/1034912X.2020.1761539spa
dcterms.bibliographicCitationSĆ”nchez, M. T. P., & Puerta, M. A. (2018). Primeros pasos hacia la inclusiĆ³n: Actitudes hacia la discapacidad de docentes en educaciĆ³n infantil. Revista de InvestigaciĆ³n Educativa, 36(2), 365ā€“379. https://doi.org/10.6018/rie.36.2.279281spa
dcterms.bibliographicCitationSon, E., Parish, S. L., & Peterson, N. A. (2012). National prevalence of peer victimization among young children with disabilities in the United States. Children and Youth Services Review, 34(8), 1540ā€“1545. https://doi.org/10.1016/j.childyouth.2012.04.014spa
dcterms.bibliographicCitationSucuoglu, B., Bakkaloglu, H., Iscen Karasu, F., Demir, S., & Akalin, S. (2014). Preschool teachersā€™ knowledge levels about inclusion. Educational Sciences, 14(4), 1477ā€“1483. https://doi.org/10. 12738/estp.2014.4.2078spa
dcterms.bibliographicCitationTaylor, A. G., & Moniz-Tadeo, B. (2012). The impact of an invitational environment on preschoolers with special needs. Journal of Invitational Theory and Practice, 18, 19ā€“25. https://doi.org/10.26522/ jitp.v18i.3913spa
dcterms.bibliographicCitationTwardzik, E., Cotto-NegrĆ³n, C., & MacDonald, M. (2017). Factors related to early intervention part C enrollment: A systematic review. Disability and Health Journal, 10(4), 467ā€“474. https://doi.org/ 10.1016/j.dhjo.2017.01.009spa
dcterms.bibliographicCitationvan Esso, D., Del Torso, S., Hadjipanayis, A., Biver, A., Jaeger-Roman, E., Wettergren, B., & European Academy of Paediatrics. (2010). Paediatric primary care in Europe: Variation between countries. Archives of Disease in Childhood, 95(10), 791ā€“795. https://doi.org/10.1136/adc.2009.178459spa
dcterms.bibliographicCitationVerdugo, M., GĆ³mez, L., & Navas, P. (2013). Discapacidad e inclusiĆ³n: derechos, apoyos y calidad de vida. In M. Verdugo & R. Schalock (Coords.), (Eds.), Discapacidad e inclusiĆ³n manual para la docencia (pp. 17ā€“41). AmarĆŗspa
dcterms.bibliographicCitationYuen, T., Penner, M., Carter, M. T., Szatmari, P., & Ungar, W. J. (2018). Assessing the accuracy of the modified checklist for autism in toddlers: A systematic review and meta-analysis. Developmental Medicine & Child Neurology, 60(11), 1093ā€“1100. https://doi.org/10.1111/dmcn.13964spa
dcterms.bibliographicCitationZhang, Q., & Morrison, V. (2020). Early identification within inclusive early childhood curriculum: An ethnographic study from New Zealand. Early Child Development and Care, 190(3), 310ā€“321. https://doi.org/10.1080/03004430.2018.1471472spa
dcterms.bibliographicCitationZiviani, J., Darlington, Y., Feeney, R., Rodger, S., & Watter, P. (2014). Early intervention services of children with physical disabilities: Complexity of child and family needs. Australian Occupational Therapy Journal, 61(2), 67ā€“75. https://doi.org/10.1111/1440.1630.12059spa
dspace.entity.typePublication
oaire.resourcetypehttp://purl.org/coar/resource_type/c_2df8fbb1spa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
relation.isAuthorOfPublication49493bbd-f9b0-4351-bec6-166667ec81fe
relation.isAuthorOfPublication50444257-c2a8-43ec-b634-213938c9658a
relation.isAuthorOfPublication.latestForDiscovery49493bbd-f9b0-4351-bec6-166667ec81fe

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
Article T&F.pdf
TamaƱo:
114.64 KB
Formato:
Adobe Portable Document Format
DescripciĆ³n:
Descargar

Bloque de licencias

Mostrando 1 - 1 de 1
Miniatura
Nombre:
license.txt
TamaƱo:
3.11 KB
Formato:
Item-specific license agreed upon to submission
DescripciĆ³n:
Descargar

Colecciones

Productos de investigaciĆ³n