76th Annual SECA Conference

Young preschool children with special needs have limited capacity to communicate and connect to the real world. The surrounding adults play a critical role in the development of these preschoolers. However, there have been so many challenges nowadays due to the varied family structures and limited resources available for these family members after pandemic. There were very limited resources nor publications about practical partnership among family members, preschool teachers, and a higher Ed institution for the preschool children with special needs. This two-year Trilateral Approach provides a real opportunity to make the ideal evidence-based practices which happen in the real life of young preschool children in Eastern Kentucky.
This presentation will focus on sharing the firsthand activities that Families of preschool children with special needs from Eastern KY region went through and the effects of collaborated works among families, preschool teachers and the higher education institution for the development of preschool children with special needs along with its chain consequences on the development of siblings through family play activity time.

Most teachers, therapists and childcare facilities are hesitant to deal with children with special needs, especially autism spectrum disorder because of the challenges they present.
We are breaking the barriers of limitations with a combination of awareness about disabilities and empowering parents. Facilitating inclusion helps all of us understand that we have more in common, being different physically or emotionally is just a normal part of life.