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The Study on the Operations of Early Childhood Teachers in 

Providing Early Intervention (EI) Services for At-Risk Students 

in Educational institutions

Jantira Nanglae

Patchareewan Kijmee

Jantanee Kanto

Nantarsiri

Abstract
This study aimed to study the operations of early childhood teachers 

in providing Early Intervention (EI) services for at-risk students in educational in-

stitutions. This was qualitative research. The data was collected from focus group 

discussions. The target group for this research consisted of 10 early childhood 

teachers in educational institutions under the Chiang Mai Primary Educational 

Service Area Office 2. The data was presented in descriptive analytics.

According to the result of this study, the interviewees emphasized 

the importance of special education in promoting inclusive opportunities and 

social integration for children with special needs. Effective early intervention 

required adapting curricula, fostering collaboration among teachers, parents, 

and stakeholders, and addressing challenges like limited knowledge and com-

munication issues. Key strategies included comprehensive teacher training, 

curriculum adjustments, and enhanced communication with parents. Regular 

monitoring, expert guidance, and multidisciplinary collaboration were vital for 

creating a supportive environment, ultimately improving developmental out-

comes through coordinated efforts across schools, healthcare providers, and 

community organizations.

Keywords: Early Intervention, at-risk students, early childhood teachers



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Introduction
In Thailand, challenges remain in providing education for individuals 

with disabilities or special needs, despite their rights to receive comprehensive 

educational services from birth or the onset of disability across all levels, as man-

dated by the National Education Act B.E. 2542 and its amendments (B.E. 2545). 

Article 10, Section 2, of the Act specifies that individuals with physical, mental, 

intellectual, emotional, social, communication, and learning impairments, or 

those unable to care for themselves, have the right to receive specialized basic 

education.

The Education for Persons with Disabilities Act B.E. 2551 further em-

phasizes that individuals with disabilities are entitled to free education from birth 

or the time of disability diagnosis throughout their lives. This includes access to 

technology, educational materials, services, and other forms of assistance tai-

lored to their abilities, interests, and specific needs. Scholars such as Dettmer, 

Dyck, and Thurston (1999), Deiner (2010), and Lewis & Doorlag (1995) highlight 

the principles of “equity” and “normalization” in special education, focusing on 

basic human rights and freedom.

However, in practice, challenges persist. Children with intellectual dis-

abilities, learning disorders, ADHD, and autism, referred to as “special children,” 

often receive inclusive education with their peers, which may lead to inadequate 

support for their full potential development. Early childhood teachers are crit-

ical in this process as they influence children’s development. Yet, issues such 

as delayed development in various domains and the lack of clear teacher de-

velopment plans highlight the need for better screening tools and professional 

training.

The current screening methods primarily target students from Grade 3 

onwards, leaving a gap in early childhood education. Therefore, there is a press-

ing need to develop early childhood teachers’ capacity in special education, in 

alignment with the national strategy (B.E. 2561-2580). Continuous and effective 

professional development is essential for enhancing teachers’ skills, expertise, 



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and ethical standards, ensuring they can adapt to new challenges and promote 

students’ success in a diverse society.

The 2023 report from the Chiang Mai Primary Educational Service Area 

Office 2 highlights that out of 131 schools under its jurisdiction, 110 provide in-

clusive education. The Quality Development Project for Inclusive Education, in 

collaboration with Rajanagarindra Hospital, aims to enhance the skills of teachers 

responsible for inclusive education. The project has two primary objectives: (1) 

to improve teachers’ understanding of how to support children with disabilities 

in reaching their full potential, and (2) to foster cooperation among multidisci-

plinary teams to create a consistent approach to student screening.

Five schools voluntarily participated in this study. The increasing need 

for inclusive education presents challenges for teachers, particularly in screen-

ing students to identify their individual developmental needs. Effective initial 

screening is crucial for gathering relevant information that allows teachers to 

customize educational strategies for each child. The screening process should 

be clear, contextually appropriate, and continuously refined. Educational insti-

tutions need to prioritize the development of early childhood teachers’ capa-

bilities in delivering high-quality special education.

Given the reasons mentioned above, the researcher aims to conduct 

a study on the operations of early childhood teachers in providing Early Inter-

vention (EI) services for at-risk students in educational institutions. This research 

will be beneficial to administrators and all relevant parties in utilizing the findings 

to improve the quality and effectiveness of special education services provided 

by early childhood teachers for special needs children, ultimately achieving the 

intended goals. 

 Early Intervention (EI)
Guralnick (2001) defines early intervention as “a system of coordinat-

ed services that promotes the child’s age-appropriate growth and development 

and supports families during the critical early years.” He emphasizes that early 



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intervention is intended to mitigate developmental delays and enhance out-

comes for children at risk.

Shonkoff and Meisels (2000) describe early intervention as “an array 

of services provided to very young children who are identified as having or being 

at risk for developmental delays or disabilities and their families, to enhance 

the child’s developmental progress and the family’s ability to meet the needs 

of the child.”

Dunst and Trivette (2009) define early intervention as “family-cen-

tered practices and a collection of interventions aimed at supporting both the 

child’s development and the family’s ability to promote and sustain that de-

velopment.” They emphasize a family-centered approach where families play 

a central role in decision-making and intervention processes.

Hebbeler and colleagues (2007) define early intervention as “services 

provided to infants and toddlers who have developmental delays or disabilities, 

to support developmental outcomes and family functioning by addressing the 

child’s specific needs through individualized strategies.”

In addition, Early Childhood Intervention refers to systematic activities 

or services designed to support and promote the appropriate growth and devel-

opment of children, particularly in infancy and early childhood. The goal of early 

intervention is to help children develop essential skills and abilities according to 

their age effectively, including motor skills, speech, cognitive abilities, and social 

learning (Komonwatana, 2018 and Theerasawat, 2021

Theoretical Foundations of Early Intervention
1. Developmental Systems Theory (Guralnick, 2001): Guralnick’s 

theory views child development as an outcome of complex interactions be-

tween biological, familial, and environmental factors. Early intervention should 

address these multiple layers to create optimal developmental conditions.

2. Ecological Systems Theory (Bronfenbrenner, 1979): Bronfen-



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brenner’s model highlights the significance of multiple environmental systems 

(e.g., family, community, societal context) in shaping child development. EI 

programs focus on interventions across these systems.

3. Transactional Model of Development (Sameroff & Chandler, 

1975): This model emphasizes the dynamic interplay between a child and their 

environment. The model advocates for interventions that promote positive 

transactions between the child and their surroundings.

Key Aspects of Early Intervention
1. Identification and Assessment: Early screening and evaluations to 

detect developmental issues.

2. Individualized Plans: Develop tailored intervention plans, often 

through an Individualized Family Service Plan (IFSP).

3. Multidisciplinary Approach: Involvement of a team of profession-

als including educators, therapists, and medical experts.

4. Family-Centered Support: Engaging and empowering families in 

the intervention process.

Core Components of Early Intervention
1. Identification and Screening: Early identification is a key element, 

involving regular developmental screenings and assessments to determine 

whether a child is experiencing delays. Early identification ensures timely sup-

port, reducing the risk of more significant developmental issues later in life.

2. Family-Centered Approach: EI services emphasize the role of the 

family as central to the child’s development. Family-centered practices include 

involving parents and caregivers in decision-making, providing them with knowl-

edge and skills to support their child’s development, and respecting the cultural 

and social values of the family.

3. Individualized Services: Early intervention plans are customized to 

meet each child’s specific needs through an Individualized Family Service Plan 



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(IFSP) or Individualized Education Program (IEP), which outlines goals, strategies, 

and the specific services to be provided.

4. Multidisciplinary Teams: A multidisciplinary team of professionals 

(e.g., special educators, speech therapists, occupational therapists, and psychol-

ogists) collaborates to assess the child’s needs and deliver services, ensuring 

comprehensive and holistic support.

5. Natural Environments: EI services are often provided in natural 

environments such as the child’s home or early childcare settings. The rationale 

is to promote development in the context of the child’s everyday routines and 

interactions.

6. Evidence-Based Practices: Effective early intervention relies on 

evidence-based strategies and approaches, with interventions grounded in re-

search on child development and learning.

Benefits and Impact of Early Intervention
Early intervention has been shown to have significant long-term ben-

efits, particularly in cognitive, social, and emotional development. Research 

indicates that early and sustained support can improve outcomes for children 

with developmental delays and disabilities, reduce the need for more intensive 

services later, and contribute to better academic and social outcomes.

Challenges in Early Intervention
Despite its benefits, early intervention faces challenges such as incon-

sistent access to services, disparities in service delivery based on socioeconomic 

status, and variability in the quality of interventions. Ensuring that all children 

and families have equitable access to high-quality services remains a critical 

focus.



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Findings
 From the focus group, ten issues were found as follows:

1. Crucial things for improving preschool teachers’ implementation of 

early intervention services?

Interviewees emphasized the importance of special education in 

providing inclusive opportunities for students with special needs, ensuring they 

could integrate socially and develop effectively. They highlighted the necessity 

of adapting education to meet individual abilities and needs, aiming for equal 

educational opportunities, and screening for early intervention. Differences opin-

ions of the interviewees lay in the specific focus: the first point addressed social 

integration and mutual support; the second focused on adjusting educational 

content and assessments; the third was about directly helping special needs 

children; the fourth point discussed ensuring equal rights and opportunities; 

the fifth emphasized early screening and intervention; and the sixth point was 

about overall developmental improvements and the right to a fulfilling life for 

all students.

2. Key factors for the success of early intervention services in schools

The similarities among interviewees’ point of view were centered on 

the collaborative approach needed to support students with special needs, em-

phasizing the roles of both teachers and parents in creating an effective learning 

environment. They all highlighted the importance of assessment, involvement, 

and support to ensure appropriate educational development. The different 

opinions were in their specific focus: the first point emphasized the importance 

of assessing students’ basic abilities and needs to tailor education effectively; 

the second point stressed the collaborative efforts between parents and teach-

ers; the third point underscored the involvement of all stakeholders; the fourth 

and point focused on parental support and active participation; the sixth point 

mentioned family involvement and educational resources; and the seventh 

point highlighted administrative support in providing resources and facilitating 

cooperation.



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4. Obstacles for preschool teachers in providing early intervention 

services in schools?

The similarities among interviewees’ opinions involved challenges in 

supporting students with special needs, with a common theme of insufficient un-

derstanding and collaboration. They all addressed issues that hindered effective 

early intervention and inclusive education. The differences lay in their specific 

areas of concern: the first point identified a lack of teacher knowledge and an 

unsuitable learning environment; the second highlighted time constraints and 

additional responsibilities; the third emphasized the need for understanding and 

acceptance of the child; the fourth focused on communication issues and lack 

of parental cooperation; the fifth point deals with communication and familiar-

ity with the child; the sixth addressed gaps in special education knowledge and 

parental understanding; and the seventh point reflected on parental acceptance 

and understanding as potential barriers.

1. Ideas for developing the work of preschool teachers in providing 

early intervention services

  Most Interviewees highlighted the importance of comprehensive 

teacher development and early intervention support, emphasizing the need for 

collaboration among various stakeholders including schools, teachers, special 

education centers, hospitals, child development institutes, and communities. 

The focus was on providing diverse and effective training for teachers to enhance 

their ability to support students, including improving communication with par-

ents and understanding individual students’ needs. The development should 

also involve updating technology and ensuring cooperation from all relevant 

sectors—medical, social, and familial—to achieve effective student develop-

ment.

2. Ideas on developing preschool teachers regarding curriculum, ac-

tivities, and learning management suitable for inclusive education

The interviewees underscored the need for adapting curricula and 

activities to better support students with special needs. They emphasized de-



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veloping teacher knowledge and training to customize educational approaches 

according to individual student requirements and increasing numbers of special 

needs children, particularly in early childhood education. Key areas included 

revising curricula, organizing appropriate and integrated activities, and ensuring 

that teachers receive adequate training. The focus was on creating an inclusive 

and effective learning environment that promotes both the academic and emo-

tional well-being of students.

1. Opinions on developing communication skills for preschool teach-

ers to enhance communication with parents, fostering understanding and coop-

eration in supporting children with special needs

The interviewees emphasized the crucial role of communication in 

the development of students, particularly those with special needs. Effective 

collaboration between schools, teachers, and parents was essential for un-

derstanding and addressing student needs. Teachers should develop strong 

communication skills to ensure clear, mutual understanding and gain parental 

acceptance. This included explaining the benefits for students, creating oppor-

tunities for discussion, and addressing parental concerns. Overall, good commu-

nication fostered better cooperation and supports student development more 

effectively.

2. Opinions on supervising and monitoring education management in 

schools with both special needs and typically developing children

The interviewees highlighted the critical importance of communica-

tion between schools, teachers, and parents in developing students, especially 

those with special needs. Effective communication helped align understanding, 

build trust, and foster cooperation among all parties involved. Teachers needed 

to continuously develop their communication skills to explain and address stu-

dent needs, ensure parental acceptance, and promote effective collaboration. 

The goal was to create a supportive environment where students could thrive 

and be accepted by their families and society.



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1. Organizations should be involved in promoting and supporting 

preschool teachers in providing early intervention services

The interviewees emphasized the importance of regular supervision 

and evaluation in schools with special needs students to ensure educational ef-

fectiveness. Monitoring was essential for assessing the success of previous efforts, 

identifying problems, and making improvements. Regular evaluations helped 

teachers understand how to enhance their teaching methods and provide better 

support for students. The process should include periodic assessments, ideally 

monthly or at least once per term, to ensure continuous development and 

address any shortcomings. Overall, consistent monitoring and feedback were 

crucial for improving educational practices and outcomes for students with 

special needs.

1. Idea on special education management in schools?

The interviewees emphasized the importance of involving experts and 

specialized resources in the development and support of teachers and students 

with special needs. Schools were encouraged to collaborate with organizations 

such as special education centers, development institutes, and local education 

offices to provide training and guidance. Experts should offer specialized knowl-

edge and practical resources like easy-to-read manuals and assessment tools for 

special education. Additionally, schools should include special education teach-

ers and ensure that training programs were accessible and tailored to improve 

understanding and effectiveness. Overall, effective development relied on the 

integration of expert advice and tailored educational support.

2. Additional suggestions or perspectives on improving the work of 

preschool teachers in early intervention services in schools?

The interviewees underscored the necessity of collaborative ef-

forts from various sectors in providing early intervention support for students 

with special needs. Effective assistance required the involvement of schools, 

administrators, teachers, parents, students, healthcare providers, community 

organizations, special education centers, local government, and private agen-



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cies. This comprehensive cooperation ensured the most effective support and 

development for students. Key contributors included medical professionals, 

therapists, educational institutions, and health departments, all of whom must 

work together to achieve optimal outcomes.

Discussion
The key insights from the interviewees highlighted several crucial 

aspects of improving early intervention services in preschool education. First, 

the significance of special education was emphasized in promoting inclusive 

opportunities for children with special needs, ensuring their social integration, 

and enhancing developmental outcomes. Effective early intervention required 

adapting curricula, focusing on social inclusion, adjusting educational content, 

and fostering equal opportunities through early screening and assessment. 

Additionally, collaborative efforts among teachers, parents, and stakeholders 

were essential for tailoring educational strategies to individual needs and for 

creating an inclusive learning environment. Challenges such as limited teacher 

knowledge, time constraints, and communication issues were barriers that need 

to be addressed for successful implementation. Developmental strategies in-

cluded comprehensive teacher training, stakeholder cooperation, curriculum 

adaptations, and enhancing communication with parents to achieve effective 

support for students.

Furthermore, consistent supervision, expert guidance, and multidisci-

plinary collaboration were key factors in improving educational practices. Regular 

monitoring and evaluation, ideally through periodic assessments, were necessary 

for assessing and refining early intervention efforts. The integration of specialized 

resources and expert knowledge, along with community and organizational sup-

port, played a critical role in enhancing both teacher capabilities and student 

outcomes. The overall goal was to create a supportive and inclusive environ-

ment through coordinated efforts from schools, healthcare providers, special 

education centers, and other sectors to deliver effective intervention services.



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New knowledge 
Here’s a diagram summarizing the key points for improving preschool 

teachers’ implementation of early intervention services. Each of the ten points 

is represented in a step-by-step flow, highlighting crucial aspects, key factors, 

challenges, and strategies for enhancing early intervention in preschool settings. 

The diagram visually connects the main ideas and organizes the points into a 

clear sequence for better understanding. 

Conclusion
Early intervention provides targeted support for young children with 

developmental delays or those at risk, aiming to address their cognitive, social, 

emotional, and physical needs. It involves collaboration among educators, 

healthcare professionals, and families to create personalized strategies that 

improve development and prepare children for future learning. Key aspects in-

clude adapting curricula, enhancing teacher training, and fostering collaboration 

among stakeholders to address challenges. Regular monitoring and consistent 

supervision, supported by multidisciplinary efforts, are essential for creating an 

inclusive and supportive environment for children’s growth.

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761

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