1. ‘Creating pathways to participation – our journey together with Early Childhood Teams to enhance their inclusive practices. ’ Yooralla Kindergarten Inclusion Support Service… KISS SMR Welcome

2. Outline Introduction What is the KISS program? Our roles Our ‘learning’, the PUZZLE Background to the support program Research: enhancing inclusive practices ‘Educators voice’… “I want…” “I need you to…” Tiered service delivery model Outline of presentation

3. Yooralla Kindergarten Inclusion Support Service Our Team is: 116 Additional Assistants in 128 Kindergartens supporting 225 children (and growing) www.yooralla.com.au Southern Metropolitan Region

4. Ww What is KISS? The objective of the KISS Packages- disability is to build the capacity of funded kindergartens to support the access and participation of children with a disability and high support needs in inclusive kindergarten programs. (2013) The resources allocated to the kindergarten program are intended to support the needs of the whole group during the Kindergarten An additional team member –not an integration aide.

5. : “Over the past 20 to 30 years there has been a paradigm shift… from a deficit model of disability to a social model” (Centre Community Health, 2010, p.16). Social model “ what we need are more supportive communities, better coordinated services, and improved forms of dialogue between communities and services including all levels of government and the future role of specialists” Moore. (2008) p.11 Early Childhood Intervention services

6. Question: How do we strengthened universal services and create opportunities to expand the role of specialists (p.19) How can skills be transferred, early educators skilled up to gain confidence and knowledge? (Moore, (2008) p.24) Coming ready or not… The identity of early childhood educators as ‘experts’ for all children (and that includes children with disabilities) challenges previous held beliefs. Expert to all children

7. Doing it together and learning from each other.” (Tim Moore)

8. Early childhood professionals gather information that supports, informs, assesses and enriches decision- making about appropriate professional practices (VEYLDF, p. 14). “ Child’s Voice” “How can this child succeed in this program?” … Cheryl “ The potential of Kindergarten” EYLF: Reflective practices :

9. The child “Every child needs one person who is crazy about him”… Uri Bronfenbrenner How is the child being viewed in this environment? (by their family, the EC professionals, the community) Respectful relationships

10. “ Do young children with disabilities get to play the same way those without disabilities do?” (Brooker, L, Edwards, S, (2010) p.183) Strengths and interests of child

11. Relationships When do we start building relationships? What is your role in these relationships? Where do we build our relationships with an EC service? How do we know we are getting the relationship right? How do you maintain relationships? What are the strengths, what are the priorities?

12. High Quality Supportive Environments Nurturing and Responsive relationships Strengthen our capacity Trust Common language EYLF & VEYLDF Reflective Practices Role Model Targeted Social & emotional support Resources & informationFeedback P.S.G. Intensive Intervention

13. Putting the pieces together

15. High expectations for every child A child’s voice… “This is for you You are having a rest. You are dreaming of what you are going to do when you grow up You can fly a rocket”