Overview
This book focuses on the provision of early intervention for children with disabilities (0-6 years) and their families throughout the Asia-Pacific. The motivation for the book stems from a policy brief by the Economic and Social Commission for Asia and the Pacific (ESCAP) issued in 2021. This brief urgently called for young children with disabilities to be identified and to receive intervention and support in lower-income countries throughout Asia and the Pacific. The ESCAP has estimated that at least 33% of young children with disabilities across the region currently lack any service or support to optimise their development before entering school. This book seeks to inform policy and provision within lower-income countries by providing policymakers in government and non-government organisations with practical guidelines. In particular, it presents real-world frameworks and promising programs to assist in establishing and delivering early intervention services that cater to local needs and demands. It also introduces personnel in the field to recommended intervention practices and strategies that support children with diverse disabilities across the age range birth 6 years. It also includes suggestions and strategies for supporting and collaborating with the children’s families. Importantly, when blended with early child development material, these practices and strategies constitute essential topics for ongoing professional development and training activities. The concluding chapter also presents a critical analysis and synthesis of policies, service models, and programs across the Asia-Pacific region. From this analysis, recommendations are presented with likely translatability to countries at different stages of development in delivering quality early intervention to this vulnerable group of children.
Full Product Details
Author: Wendi Beamish ,
Mantak Yuen
Publisher: Springer Nature Switzerland AG
Imprint: Springer Nature Switzerland AG
ISBN: 9789819656615
ISBN 10: 9819656613
Pages: 222
Publication Date: 20 June 2025
Audience:
Professional and scholarly
,
College/higher education
,
Professional & Vocational
,
Postgraduate, Research & Scholarly
Format: Hardback
Publisher's Status: Active
Availability: Not yet available
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.
Author Information
Dr. Wendi Beamish holds an adjunct position at the School of Education and Profession Studies, Griffith University, Australia. Her rich background in early childhood intervention (ECI) comes from practising in this field for several years, completing her Ph.D. on program quality in a government state-wide intervention service, and convening the Master of Special Education (ECI) strand at Griffith University for over a decade. Dr. Beamish’s academic and research interests cluster around special needs education, inclusive education and policy, early intervention, educational transitions, and behavioural support. Her publications include over 110 papers, book chapters, and research reports as well as being editor and co-editor of several books. Currently, she is a co-editor of the CAISE Book Series: Advancing Inclusive and Special Education in the Asia-Pacific. Dr. Mantak Yuen is an associate professor and director of the Laboratory and Program in Creativity and Talent Development, Centre for Advancement in Inclusive and Special Education, Faculty of Education, the University of Hong Kong (HKU). Dr. Yuen graduated from the University of Hong Kong (Bachelor of Social Science and Certificate in Education) and received his Master of Science degree from the University College London, his Master of Arts (Education) and Ph.D. degrees from the Chinese University of Hong Kong. His academic and professional interests focus on guidance and counselling, life career and talent development, gifted education, positive psychology, and special needs education. At the University of Hong Kong, he has taught in the Bachelor of Education (BEd), Postgraduate Diploma in Education (PGDE), Master of Education (MEd), and Ph.D./Doctor of Education programs (EdD). In recent years, twenty-nine doctoral students have completed their dissertations under his supervision.
