Welcome to our website dedicated to Boosting Parental Involvement in ECI project.


Learn more about out project partners


Sincan Rehberlik ve Araştırma Merkezi

Mars Autistákért Alapítvány

Mars for Autists Foundation


Serbian Society of Autism



Autistic Children Education Center



Education, professional courses, technical or professional seminars.


IO-1 —
Book on Early Childhood Intervention (ECI)

The purpose of creating an e-book on Early Childhood Intervention (ECI) methods is multifaceted and aimed at addressing several challenges faced by families with mentally disabled children and other stakeholders involved in their care and education. 


Here’s a breakdown of why this e-book is being developed:

Complexity of Resources: Existing sources on ECI methods are often too scientific or academic for parents to understand easily. There’s a need for more family-friendly explanations to help parents grasp the information and make informed decisions about their children’s care and education.


Integration of Information: Currently available resources are fragmented, making it difficult for families to find comprehensive information. This e-book aims to provide a centralized source where families can access all the necessary information about ECI methods and personalize them according to their needs.

Accessibility: Not all families have access to resources about ECI methods, and many are unaware of the symptoms and available support systems. By creating an easily accessible e-book, the project aims to increase awareness among families and minimize the negative effects of the lack of information about ECI.

Target Groups: The e-book is specifically designed for families with mentally disabled children, adult trainers, researchers, and policymakers who are involved in ECI.

Content Structure: The e-book will consist of four parts, addressing different aspects of ECI:

Part A: Describes the needs of families with mentally disabled children aged 0-6, including symptom definitions, explanations of ECI, and common challenges faced by families. Identifies appropriate educational environments for children’s cognitive, social, psychomotor, language, and physical development, considering economic constraints and family needs. Discusses existing ECI methods, providing a comparative analysis and classification based on symptoms and conditions.

Part D: Offers recommendations for decision-making and future developments in supporting families socially and emotionally, targeting policymakers and institutions.
Innovative Features: The e-book is planned to be a living document that can be regularly updated and expanded based on scientific progress. It aims to be comprehensive, comparative, and inclusive, particularly focusing on children aged 0-36 months, who are often neglected in existing resources.

Overall, the e-book on ECI methods seeks to address the challenges of complexity, integration, and accessibility in existing resources, providing families and stakeholders with comprehensive and accessible information to support children with mental disabilities effectively.

IO-1 — Download Book on Early Childhood Intervention (ECI) in your language below

Phase A/B/C

Phase D

IO-1 —
Innovative Curricula Development for ECI Methods

Focus on Families: Current education methodologies often lack a focus on families themselves. While it’s important not to treat families as patients, there’s a need for an approach that allows educators to empathize and understand the perspectives of family members. This shift in focus can significantly enhance the effectiveness of the educational process.

Comprehensiveness of Methodologies: Many countries utilize individual education programs like Portage, Small Steps, and Responsive Teaching. However, these methods have their strengths and weaknesses, and there’s a lack of integration and familiarity with these approaches, particularly in European countries. By combining these methodologies to amplify strengths and mitigate weaknesses, a more efficient and widely applicable methodology can be developed.

Accessibility of Education: Adult educators often lack formal training programs or curricula for specializing in special education. This results in a reliance on self-learning or private firm programs, which may not provide comprehensive or standardized education. Establishing a universally accepted curriculum would enable educators to access structured training programs, ensuring they have the necessary knowledge and skills to guide families effectively.

Neglect of Specific Age Groups and Disorders: There’s a notable gap in training programs for families with children aged 0-36 months, and educators’ knowledge is often limited to more common disorders like autism and Down syndrome. Less known disorders and younger age groups are often neglected. Developing innovative learning materials and curricula will address these gaps, ensuring that families and educators receive comprehensive support regardless of the age or specific disorder of the child.

Target Groups: The primary beneficiaries of this initiative are adult trainers, but families and policymakers are also important stakeholders. By empowering adult trainers with better education and resources, the overall quality of support provided to families with children in need of special education will improve.

Learning Materials and Curricula: The project aims to develop a pool of learning materials and standardized curricula that are comprehensive, flexible, and up-to-date. These materials will include printed materials, audiovisual resources, and online content, providing a diverse range of resources to support adult trainers’ education.

Assessment and Improvement: The impact of the developed materials and curricula will be assessed throughout the project, with results shared through reports. This iterative process ensures that the educational resources remain effective and responsive to the needs of families and educators.

IO-2 — Download Innovative Curricula Development for ECI Methods in your language below

Phase A

Phase B

Phase C



The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.