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enhancing knowledge and skills in autism spectrum disorders ...
Our study has some limitations: it only included five EU countries, and
exploring »best practices« in more countries could provide a more com-
prehensive understanding of the topic. While policy changes are under-
way to improve staff qualifications and early years' provision, these changes
have not yet been fully implemented in practice (as seen in Italy and Swe-
den). However, better-trained educators can improve the early detection of
ASD and pave the way for new educational methods and tools that could
enhance the abilities of children with ASD. Combining early observation
with educational interventions from 0-6 years can also highlight the need
for a unified system and policies for children in this age range.
References
Baumeister, Katharina and Anna Grieser. Berufsbegleitende Fort- und Weiter-
bildung frühpädagogischer Fach-kräfte - Analyse der Programmangebote
[Part-Time Continuing Professional Development of Early Childhood
Staff – Analysis of Programmes]. München: Deutsches Jugendinstitut
(WIFF Studien, Band 10), 2011. https://www.weiterbildungsinitiative.de/
fileadmin/Redaktion/Publikationen/old_uploads/media/Baumeister_
Grieser_pdf.pdf
Bertram, Tony and Chris Pascal. Early Childhood Policies and Systems in Eight
Countries: Findings from IEA’s Early Childhood Education Study. Spring-
er Nature, 2016. https://doi.org/10.1007/978-3-319-39847-1
Bove, Chiara and Silvia Cescato. “Italy – ECEC Workforce Profile.” In Work-
force Profiles in Systems of Early Childhood Education and Care in Europe.
Edited by Pamela Oberhuemer and Inge Schreyer, 590-628. Munich: State
Institute for Early Education, 2017. www.seepro.eu/English/Country_Re-
ports.htm
Buysse, Virginia, Pamela J. Winton and Beth Rous. “Reaching consensus on a
definition of professional development for the early childhood field.” Top-
ics in Early Childhood Special Education 28, no. 4 (February 2009): 235-
243. https://doi.org/10.1177/0271121408328173
Drabble, Samuel. Support for Children with Special Educational Needs (SEN).
Santa Monica, CA: RAND Corporation, 2013. https://www.rand.org/
pubs/research_reports/RR180.html
Eraut, Michael. Developing Professional Knowledge and Competence. London:
Falmer Press, 1994.
129
Our study has some limitations: it only included five EU countries, and
exploring »best practices« in more countries could provide a more com-
prehensive understanding of the topic. While policy changes are under-
way to improve staff qualifications and early years' provision, these changes
have not yet been fully implemented in practice (as seen in Italy and Swe-
den). However, better-trained educators can improve the early detection of
ASD and pave the way for new educational methods and tools that could
enhance the abilities of children with ASD. Combining early observation
with educational interventions from 0-6 years can also highlight the need
for a unified system and policies for children in this age range.
References
Baumeister, Katharina and Anna Grieser. Berufsbegleitende Fort- und Weiter-
bildung frühpädagogischer Fach-kräfte - Analyse der Programmangebote
[Part-Time Continuing Professional Development of Early Childhood
Staff – Analysis of Programmes]. München: Deutsches Jugendinstitut
(WIFF Studien, Band 10), 2011. https://www.weiterbildungsinitiative.de/
fileadmin/Redaktion/Publikationen/old_uploads/media/Baumeister_
Grieser_pdf.pdf
Bertram, Tony and Chris Pascal. Early Childhood Policies and Systems in Eight
Countries: Findings from IEA’s Early Childhood Education Study. Spring-
er Nature, 2016. https://doi.org/10.1007/978-3-319-39847-1
Bove, Chiara and Silvia Cescato. “Italy – ECEC Workforce Profile.” In Work-
force Profiles in Systems of Early Childhood Education and Care in Europe.
Edited by Pamela Oberhuemer and Inge Schreyer, 590-628. Munich: State
Institute for Early Education, 2017. www.seepro.eu/English/Country_Re-
ports.htm
Buysse, Virginia, Pamela J. Winton and Beth Rous. “Reaching consensus on a
definition of professional development for the early childhood field.” Top-
ics in Early Childhood Special Education 28, no. 4 (February 2009): 235-
243. https://doi.org/10.1177/0271121408328173
Drabble, Samuel. Support for Children with Special Educational Needs (SEN).
Santa Monica, CA: RAND Corporation, 2013. https://www.rand.org/
pubs/research_reports/RR180.html
Eraut, Michael. Developing Professional Knowledge and Competence. London:
Falmer Press, 1994.
129
