A Study of Problems and Needs for Early Intervention to Strengthen Self-Help Skills in Daily Life for Children with Special Need Aged 3-4 Years at Early Childhood Development Centers
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Abstract
This research article aims to: (1) examine the existing challenges related to early intervention strategies for enhancing self-help skills in daily living among children with special needs aged 3-4 years in preschool development centers; (2) investigate the critical requirements for early intervention strategies to promote these self-help skills; and (3) explore approaches to overcoming limitations in current early intervention strategies to strengthen self-help abilities in this population. Employing a mixed-methods research design, the study involved 387 teachers and caregivers from preschool development centers, selected through purposive sampling based on specific criteria. Data collection instruments included questionnaires and semi-structured interview protocols. Quantitative data were analyzed using frequency, percentage, mean, and standard deviation, while qualitative data were examined through content analysis.
The findings indicate that the overall level of support for early intervention strategies across four key dimensions was low ( = 1.78). The analysis of urgent needs identified screening for educational disabilities (Component 1) as the highest priority (PNImodified = 2.54). Proposed strategies to address the limitations of current early intervention practices include increasing parental involvement, initiating early intervention services promptly upon identification of developmental delays, and employing task analysis-based instructional techniques to teach self-help skills in daily life.
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