Inclusion of children with a disability From outsider to learner

Outline Position statement on the inclusion of children with a disability in ECEC Context for the position statement What do we ‘see’ as inclusion now? Do we have capacity to build capacity? © Noah’s Ark Inc, 2016

Position Statement Our position is that children with a disability have the same rights as all children and additional rights because of their disability. They share with all children the right to be valued as individuals and as contributing members of families, communities and society. © Noah’s Ark Inc, 2016

Position Statement Every child is entitled to access and participate in ECEC programs which recognise them as active agents in their own lives and learning, respond to them as individuals, respect their families as partners and engage with their diverse backgrounds and cultures. © Noah’s Ark Inc, 2016

Position Statement This means that ECEC services and support professionals must be resourced and supported to the level required to fully include children with a disability and to achieve high quality outcomes for all children. (Early Childhood Australia and Early Childhood Intervention Australia, 2012) © Noah’s Ark Inc, 2016

Principles Best interests of the child Importance of families Social inclusion Diversity Equity High expectations for every child Evidence-based practice © Noah’s Ark Inc, 2016

Areas for action Early childhood education and care and early childhood intervention professions Service providers, educators and support professionals Governments, organisations and institutions including education and allied health training providers © Noah’s Ark Inc, 2016

One common concern – building capacity relevant undergraduate and postgraduate course content ongoing professional development (including joint professional development) mentoring the articulation of a shared set of standards for the practice of inclusion. © Noah’s Ark Inc, 2016

Context for the position statement Early Years Learning Framework First joint position statement © Noah’s Ark Inc, 2016

Policy evolution Uneducable Antidiscrimination legislation Reforms to early childhood education and care All children are learners © Noah’s Ark Inc, 2016

Services evolution Institutions Segregated services Integration Inclusion Children as learners © Noah’s Ark Inc, 2016

Victorian Early Years learning and Development Framework The VEYLDF acknowledges that every child will take a unique path toward achieving the five Outcomes, and that all children will require different levels of support, some requiring significantly more than others (Department of Education and Training Melbourne 2016) © Noah’s Ark Inc, 2016

Practice principles for children’s learning and development Partnerships With Families High Expectations For Every Child Integrated Teaching And Learning Approaches Equity And Diversity Partnerships With Professionals © Noah’s Ark Inc, 2016

How do we ‘see’ inclusion now? Inclusion measures © Noah’s Ark Inc, 2016

© Noah’s Ark Inc, 2016

The SpeciaLink Early Childhood Inclusion Quality Scale (2009) Practices Physical Environment and Special Needs Equipment and Materials Director and Inclusion Staff Support Staff Training Therapies: Physiotherapy (PT); Occupational Therapy (OT);Speech & Language (S&L); Behavioural Consultation Individual Program Plans (IPPs) Parents of Children with Special Needs Involvement of Typical Children Board of Directors and Other Similar Units Preparing for Transition to School © Noah’s Ark Inc, 2016

The SpeciaLink Early Childhood Inclusion Quality Scale (2009) Principles Zero Reject Naturally Occurring Proportions Same Hours of Attendance Available to All Children Full Participation Maximum Feasible Parent Participation Pro-Active Strategies and Advocacy for High Quality, Inclusive Child Care (Sharon Irwin, 2009) © Noah’s Ark Inc, 2016

Resources to Support Inclusion Families Consultants Training Inclusion Readiness Leadership Quality Enrolment Full Participation Parent involvement Resources to Support Inclusion Families Consultants Training Mentoring and Support Funding Program Practices that Support Inclusion Transitions Individualised Programs Physical Environment Equipment and Toys Children’s Relationships Staff Teams © Noah’s Ark Inc, 2016

INCLUSIVE PRACTICE - EARLY CHILDHOOD EDUCATION AND CARE Chisholm INCLUSIVE PRACTICE - EARLY CHILDHOOD EDUCATION AND CARE © Noah’s Ark Inc, 2016

Inclusive Classroom Profile (ICP) 1. Adaptations of space and materials/equipment 2. Adult involvement in peer interactions 3. Adults’ guidance of children’s activities and play 4. Conflict resolution 5. Membership 6. Relationships between adults and children 7. Support for communication 8. Adaptation of group activities 9. Transitions between activities 10. Feedback 11. Family‐professional partnerships 12. Monitoring children’s learning (Elena Soukakou, 2012) © Noah’s Ark Inc, 2016

Family – professional partnerships Adult partnerships   Family – professional partnerships Membership Relationships between children and adults Adult involvement in peer interactions Conflict resolution Adaptations Adaptations of Space, Materials and equipment Adaptation of group activities Transitions between activities Learning Adult guidance of children’s free choice activities and play Support for communication Feedback Monitoring children’s learning © Noah’s Ark Inc, 2016

How we ‘see’ inclusion now? Family – professional partnerships Membership Adaptations Learning © Noah’s Ark Inc, 2016

Development and Membership Attachment Perception Motor skills Cognition Language Emotions Social skills © Noah’s Ark Inc, 2016

Adaptations - CARA’S KIT Adaptations to the environment Adjustments to the daily schedule Well designed activities and routines Modify materials Changes to instruction and requirements (Campbell, Milbourne, Kennedy, 2012) © Noah’s Ark Inc, 2016

Learning The complex learning difficulties and disabilities research project Engagement © Noah’s Ark Inc, 2016

Learning Sustainable learning can occur only when there is meaningful engagement. The process of engagement is a journey which connects a child and their environment (including people, ideas, materials and concepts) to enable learning and achievement (Carpenter, Egerton, Cockbill et al, 2015) © Noah’s Ark Inc, 2016

Engagement Awareness Curiosity Investigation Discovery Anticipation Persistence Initiation

Do we have capacity to build capacity? The challenges of the NDIS The challenges of ECEC and children with a disability © Noah’s Ark Inc, 2016

Professional support for ‘learning’ Primacy of integration aide model Professional support to educators / teachers © Noah’s Ark Inc, 2016

Early childhood education and care Past policy paradigms still present ‘Play as usual’ and teaching Workforce preparation © Noah’s Ark Inc, 2016

Disability supports Family orientated Adult directed Invested in specialist approaches Disability policy © Noah’s Ark Inc, 2016

Conclusion Position statement on the inclusion of children with a disability in ECEC Context for the position statement Importance of refining how we ‘see’ as inclusion? Importance of building capacity to support all children as learners © Noah’s Ark Inc, 2016

Will we sink or swim? Thank you Contact: john.forster@noahsarkinc.org.au