Implementing My Abilities First for Children with Developmental Delays in Taiwan: A Strengths-Based, ICF-Informed Practice Report.
Journal
Children (Basel, Switzerland)
Journal Volume
13
Journal Issue
3
Start Page
381
ISSN
2227-9067
Date Issued
2026-03-09
Author(s)
Abstract
This practice-based implementation report describes the adoption of the My Abilities First (MAF) initiative for children with developmental delays in Taiwan. Grounded in the International Classification of Functioning, Disability and Health (ICF) framework, MAF emphasizes a strengths-based, participatory, and human rights-oriented approach to early childhood intervention. The purpose of this report is to describe the development of the MAF framework and the details of its innovative, culturally sensitive implementation in Taiwan, using implementation science principles to support the national adoption of My Abilities ID Cards (ABIDs). Central to the MAF initiative is the ABID, a tool that empowers children to express their abilities, preferences, and support needs using their own voice or preferred mode of communication. Guided by implementation science, the MAF team in Taiwan engaged stakeholders in urban and rural centers, developed training programs, and integrated ABID into early intervention and special education systems. Preliminary outcomes indicate that from 2021 to 2025, 140 training sessions reached a total attendance of 6961. Notably, satisfaction with training was high (>95%), and practitioner subjective competence adopting positive language improved. The number of children under age 12 creating ABIDs grew to approximately 700. Preliminary evidence suggests that ABIDs might increase systematic adoption of children's opinions in assessments and interventions. Qualitative feedback from parents and professionals highlights the contribution of ABIDs, ensuring self-expression, motivation, and meaningful participation. The pioneering Taiwanese experience demonstrates the feasibility and impact of MAF and ABIDs in promoting children's rights and participation, offering practical insights for global adaptation in diverse contexts.
Subjects
children with developmental disabilities
early childhood education
early childhood intervention
paradigm shift
participation
rights
self-expression
Type
journal article