Evaluating a Data-Driven Individualized Support Model for Preschool Children with Special Educational Needs in Inclusive Settings
Zuo Ruijia
Department of Education, School of Music and Dance, Xihua University, Chengdu, Sichuan 610039, China.
Li Wenling *
School of Education Science, GuangXi Minzu Normal University, Chongzuo 532200, Guangxi, China.
Zhang Xuemei
Department of Education, School of Music and Dance, Xihua University, Chengdu, Sichuan 610039, China.
*Author to whom correspondence should be addressed.
Abstract
Background: Data-driven individualised support may help educators connect repeated observations with timely adjustments to preschool support, but evidence from sustained implementation in inclusive settings remains limited.
Aims: The study aims to evaluate the developmental outcomes and implementation experiences associated with a data-driven individualised support model (BD-PIE) for preschool children with special educational needs in inclusive education settings.
Study Design: An embedded mixed-methods quasi-experimental study combining quantitative group comparisons with post-intervention qualitative interviews.
Place and Duration of Study: The study was conducted in 12 kindergartens across five cities in Sichuan Province, China, over a 36-week intervention period.
Methodology: A total of 160 children aged 3–6 years with special educational needs were included, with 80 receiving BD-PIE-based support and 80 receiving usual inclusive education support. Outcomes included adaptive behaviour, instruction-following, social participation, and problem behaviour frequency. Pretest–posttest outcomes were examined using analysis of covariance, while weekly social participation trajectories were analysed using multilevel growth modelling. Semi-structured interviews were conducted with 20 teachers and 12 parents from the intervention group to explore experiences of data use, support adjustment, and home–kindergarten communication.
Results: Adaptive behaviour increased by 23.3 points in the intervention group and 10.3 points in the comparison group, with a between-group difference of 13.00 points (95% CI: 11.28–14.72; Cohen’s d = 1.48; p < .001). Instruction-following increased by 37.2 and 15.4 percentage points, respectively, with a between-group difference of 21.80 percentage points (95% CI: 19.24–24.36; d = 1.62; p < .001). Problem behaviour frequency decreased more markedly in the intervention group, with a between-group difference in change of −3.50 episodes (95% CI: −3.98 to −3.02; d = 1.22; p < .001). Multilevel growth analysis indicated a significant Group × Time interaction for social participation (γ = 3.68, SE = 0.31, p < .001). Qualitative findings suggested more continuous use of behavioural evidence, support adjustment, and family communication.
Conclusion: BD-PIE was associated with more favourable developmental patterns and more systematic individualised support practices. However, non-random allocation, unresolved higher-level clustering, and measurement limitations mean that the findings should be interpreted as preliminary and context-specific rather than causal.
Keywords: Inclusive preschool education, special educational needs, data-driven decision-making, individualised support, adaptive behaviour