"It Changed My Perspective": Embedding Occupational Therapy Within an Early Childhood Education Centre Provides Inclusive Developmental Support and Access to Early Intervention.

BACKGROUND: Early intervention (EI) provides critical support to young children with developmental delays, aiming to optimize their development and learning readiness. However, studies have shown that 74% of eligible children never receive a referral for EI services. This pilot study explored the impact of the Occupational Therapy Embedded in Early Childhood (OTEEC) Partnership Model, where providers support all children enrolled at a childcare centre, on young children's access to developmental support in the context of early childhood education.

METHODS: We used a case study approach to explore parent, teacher and administrator perspectives on a 10-week pilot trial of embedded occupational therapy within an early childhood education centre. We collected data through pre-implementation surveys and post-implementation focus groups with centre administration, teachers and parents. We compared children served through traditional EI pre-implementation with children supported during the embedded occupational therapy trial through record review.

RESULTS: Survey and focus group data were analysed using thematic analysis. The findings reflected the three primary stakeholder groups and their related subthemes: children (you catch things early, the problem was getting solved, it makes more sense), parents (when should I be worried?, What is normal?, I feel more confident) and teachers (we had more of a relationship, it changed my perspective, my stress levels went down). Of the 80 enrolled children, four were receiving EI before the embedded occupational therapy trial. During implementation, we identified 26 who needed developmental support.

CONCLUSION: Embedded occupational therapy had a significant impact on the early childhood centre's ability to support young children's development and participation in learning. This study highlights the need to intervene at the systems level to create inclusive early childhood classrooms by focusing on helping teachers respond to early developmental concerns and empowering parents through access to developmental specialists.