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enhancing knowledge and skills in autism spectrum disorders ...
Country Examples of Training programs/courses Examples of ASD-specific CPD providers
Italy
A course for teachers specializing in
support (e.g., Child Neuropsychiatry, In-
tegrated Models of Psychoeducational In-
terventions for Intellectual Disabilities
and Generalized Developmental Disor-
ders, Pedagogy and Special Education of Associations and Organizations (e.g., An-
Intellectual Disabilities and Generalized ffas Associazione Nazionale, Training and
Developmental Disorders); Courses | Dalla Luna Association - Profe-
Special methods: TEACCH, ABA, LEAP, ssionals for Autism)
UCLA, Denver Model;
Courses limited to a specific region (0-6
years old) (e.g., PEP-3, Profilo Psicoeduca-
tivo-Terza Edizione, Eng. Psychoeducati-
onal Profile-Third Edition).
Notes: The table was prepared based on the expert responses to the NEMO questionnaire.
4. Discussion
Quality ECEC plays a vital role in a child's development and success. How-
ever, it takes more than just an excellent initial education of teachers to
provide quality ECEC. Concise management, set educational guidelines,
and type of settings also matter, as these differences result in different early
learning experiences for children across the EU. Even more, teachers need
to have opportunities for professional development throughout their ca-
reers, as they cannot rely solely on the knowledge gained in their initial
studies due to new challenges, needs and findings constantly emerging in
their field. In the current study, we examined the continuing profession-
al development (CPD) of preschool teachers in five EU countries (Slove-
nia, Cyprus, Sweden, Spain, and Italy). We specifically focused on how pre-
school teachers gain appropriate knowledge to work with disadvantaged
children, such as those on the autism spectrum, as these children benefit
the most from quality early childhood education and care.
Our study covers five EU countries with varying degrees of the sys-
tem and policy integration continuum (see Table 5) (Different settings: uni-
tary/separate; Required qualifications for core practitioners: ranging from
ISCED 5 to 7/no legal requirements in Sweden; Established educational
guidelines: for the entire preschool phase/for children above three years
old; Management responsibility: single/dual). Research has demonstrated
that unitary ECEC systems that cover the entire preschool age group (0-6)
are more effective than split systems; in terms of the service organization
and quality assurance, as split systems are hindered by complex governance
processes caused by fragmented administrative responsibilities (European
125
Country Examples of Training programs/courses Examples of ASD-specific CPD providers
Italy
A course for teachers specializing in
support (e.g., Child Neuropsychiatry, In-
tegrated Models of Psychoeducational In-
terventions for Intellectual Disabilities
and Generalized Developmental Disor-
ders, Pedagogy and Special Education of Associations and Organizations (e.g., An-
Intellectual Disabilities and Generalized ffas Associazione Nazionale, Training and
Developmental Disorders); Courses | Dalla Luna Association - Profe-
Special methods: TEACCH, ABA, LEAP, ssionals for Autism)
UCLA, Denver Model;
Courses limited to a specific region (0-6
years old) (e.g., PEP-3, Profilo Psicoeduca-
tivo-Terza Edizione, Eng. Psychoeducati-
onal Profile-Third Edition).
Notes: The table was prepared based on the expert responses to the NEMO questionnaire.
4. Discussion
Quality ECEC plays a vital role in a child's development and success. How-
ever, it takes more than just an excellent initial education of teachers to
provide quality ECEC. Concise management, set educational guidelines,
and type of settings also matter, as these differences result in different early
learning experiences for children across the EU. Even more, teachers need
to have opportunities for professional development throughout their ca-
reers, as they cannot rely solely on the knowledge gained in their initial
studies due to new challenges, needs and findings constantly emerging in
their field. In the current study, we examined the continuing profession-
al development (CPD) of preschool teachers in five EU countries (Slove-
nia, Cyprus, Sweden, Spain, and Italy). We specifically focused on how pre-
school teachers gain appropriate knowledge to work with disadvantaged
children, such as those on the autism spectrum, as these children benefit
the most from quality early childhood education and care.
Our study covers five EU countries with varying degrees of the sys-
tem and policy integration continuum (see Table 5) (Different settings: uni-
tary/separate; Required qualifications for core practitioners: ranging from
ISCED 5 to 7/no legal requirements in Sweden; Established educational
guidelines: for the entire preschool phase/for children above three years
old; Management responsibility: single/dual). Research has demonstrated
that unitary ECEC systems that cover the entire preschool age group (0-6)
are more effective than split systems; in terms of the service organization
and quality assurance, as split systems are hindered by complex governance
processes caused by fragmented administrative responsibilities (European
125
