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

ABSTRACT

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.

KEYWORDS:

• Screening
• disability
• inclusive education
• early childhood
• neurodevelopment

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Ethical Aspects

The study was approved by the Ethics Committee of the Technological University of Bolivar. It conforms to the ‘Scientific, Technical and Administrative Standards for Health Research’ established in Resolution No. 008430 of 1993 of the Ministry of Health of Colombia. This is a study with minimal risk in which common procedures were used, consisting mainly of physical and/or psychological screening and/or diagnostic tests. The parent or guardian of each child received detailed information on the results of the examinations performed and psychological support was provided for all families, especially those whose diagnosis was less desirable. In this study, referral to intervention and adequate care of children with neurodevelopmental disorders was ensured.

Additional information

Funding

The work was supported by the Universidad Tecnologica de Bolivar [C2018P016].