# Practices and Challenges in Portuguese Early Childhood Intervention: A Descriptive Study

## TL;DR

This study explores the challenges and needs in early childhood intervention services in Portugal, as seen by professionals working in the field.

## Contribution

The study provides new insights into the perspectives of early intervention professionals in Portugal regarding system improvements and challenges.

## Key findings

- Professionals emphasized the need to update the National ECI System (SNIPI) and improve accessibility.
- Limited resources and lack of practice standardization were identified as major issues.
- Investment and restructuring of early intervention services were highlighted as urgent priorities.

## Abstract

Background/Objectives: Early Childhood Intervention (ECI) services are critical for supporting children with developmental needs and their families. Despite an established legislative framework, challenges related to accessibility, equity, resources, and standardization of practices persist. This study aimed to describe the perspectives of early intervention professionals in Portugal regarding current barriers, facilitators, and priority areas for improvement within the system. Methods: A descriptive study was conducted involving 82 professionals working in early intervention in Portugal. Data were collected using a survey specifically developed by the research team, grounded in a comprehensive literature review and professional expertise. The instrument was validated through a Delphi Panel with two rounds involving six experts in ECI. Data from open-ended questions were analyzed using content analysis, identifying categories and sub-categories to describe the responses, and descriptive statistics for the closed-ended questions. Results: Professionals highlighted the need to update the National ECI System (SNIPI), improve accessibility, and ensure equitable access to early intervention services. Participants reported limited resources, a lack of standardization in practices, and emphasized the importance of professional training and continuous professional development. The findings also pointed to the urgent need for investment and functional and structural restructuring of early intervention services. Various barriers and facilitators were identified. Conclusions: The study provides valuable insights into the perspectives of early intervention professionals, identifying critical areas for policy improvement, resource allocation, and practice standardization.