In Australia, the National Disability Insurance Scheme (NDIS) was rolled out in pilot sites in 2013. This article reports a formative study conducted with qualified preschool teachers in one site in a context of change. The NDIS has been hailed in the media as a bold move to deliver more choice of services to people with disabilities and incorporates the delivery of early intervention (EI) services into its portfolio. As established EI agencies became providers for the scheme, local referral networks changed substantially. Children needed to establish eligibility for the scheme prior to families’ entry. Fourteen preschool teachers responded to an online survey, and four opted in for this study, which used positioning theory and a constructivist approach. Online surveys and interviews were conducted in 2 months at the end of the 3-year pilot phase. Findings suggest that teachers detecting developmental delays (DDs) in 4-year-old children needed to reposition themselves away from the rights and duties of the developmental expert to develop timely collaborative relationships with parents if the dominant storylines of early detection, medical confirmation, and the benefits of EI for families were to remain in the foreground.

中文翻译：

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重新定位：学前教师和发育迟缓儿童的新故事情节

在澳大利亚，全国残疾保险计划 (NDIS) 于 2013 年在试点地区推出。本文报告了在变革背景下与合格的学前教师在一个地点进行的形成性研究。NDIS 被媒体誉为一项为残疾人提供更多服务选择的大胆举措，并将提供早期干预 (EI) 服务纳入其产品组合。随着已建立的 EI 机构成为该计划的提供者，当地转诊网络发生了重大变化。儿童需要在家庭进入之前确定该计划的资格。14 名学前教师回应了一项在线调查，其中 4 名选择了这项研究，该研究使用定位理论和建构主义方法。在 3 年试点阶段结束时的 2 个月内进行了在线调查和访谈。