How were the Inclusive Practices Tools developed? Development of the tool framework and content The starting point for the development of the Inclusive Practices framework themes and sub-concepts and tool content was the evaluation indicators developed by the Education Review Office ERO to review the extent to which schools were including students with high needs ERO,
Reflect on Your Own Attitudes, Values, and Experience Self-Reflection As you work to support children and their families, it is important to reflect on how things are going. As early childhood professionals it is important to demonstrate the ability to reflect and think critically about one's work, through self-assessment and self-reflection.
Working with children of varying abilities and diverse backgrounds also requires the ability to hold and reflect on multiple viewpoints. It is important to understand that one's own culture, educational background, experiences, and values have an effect on children and families and the lens through which you view each child and family.
Caring for and educating young children is no simple task; self-care Inclusive practices self-advocacy are essential to be an effective educator.
It is important to plan one's own professional development and help others plan, reflect, evaluate, and develop professionally. Reflective supervision, in which an early childhood professional and her or his supervisor reflect collaboratively, also enhances growth and professional development.
Establish Program Attitudes and Values Inclusive Program Policy and Philosophy An agreed-upon definition of inclusion should be used by the program to develop the program's attitude and beliefs on inclusion.
Having a positive attitude of inclusion as Inclusive practices part of a broader program mission statement ensures that all staff operate under a similar set of information, values, and beliefs about the best ways to help infants and young children with disabilities and their families.
Once this definition has been created, it is important to develop enrollment policies and other rules that support this definition. A program philosophy or beliefs on inclusion should then be used to create activities and rules aimed at ensuring that infants and young children with disabilities and their families are full members of the early childhood community and that children have many opportunities to learn, develop, and cultivate positive relationships.
Create high expectations for every child regardless of ability; expect each child to reach his or her full potential.
Sharing expectations can lead to the selection of appropriate goals and can support the efforts of families, practitioners, individuals, and organizations as they implement high-quality inclusion.
For tips on developing enrollment policies, see the following document from the University of Maine Center for Community Inclusion and Disability Studies: Create Leadership Support, Buy-in and Follow-Through Professional Standards, Procedures and Systems Changes Adequate infrastructure increases the likelihood that quality services are delivered to all children and families.
When quality practices are used consistently, it is more likely that children and their families will experience positive outcomes. Everyone participating in the care of children in your program should contribute in some way to the development of your program's professional standards and procedures.
Successful and quality early childhood inclusion requires support from all levels of staff, and most importantly, program leadership. The role of leadership is essential in implementing large-scale systematic change.
It is important that program directors and administrators understand the importance of early childhood inclusion and work with staff, families, and professionals in creating standards, procedures, and systems within their programs that embrace and promote early childhood inclusion.
Systems changes should be based on program assessments and address the needs of all children, staff, and families. These changes could potentially include implementation of family engagement efforts, communication plans and procedures, changes in staff training requirements, evaluation of roles within the organization, allowing paid teacher planning time, or implementation of a formal policy development process.
Creating an environment that encourages open and frequent lines of communication between staff and program leadership allows for the opportunity to celebrate successes, no matter how big or small, and to identify areas for improvement and additional support.Eventbrite - Arizona TASH presents AZWINS Trainings presents Arizona TASH 14th Annual Inclusive Practices Institute - Friday, February 2, at Desert Willow Conference Center, Phoenix, AZ.
Find event and ticket information. Establish an Inclusive Practices Leadership Team An Inclusive Practices Leadership Team addresses the overall implementation of inclusive practices across the entire school. The team should be made up of the individuals within the school who function as leaders.
The modules are designed to support district and school leaders, classroom educators, related service providers and others in the implementation of optimized inclusive practices not only for students with low incidence and significant cognitive disabilities but for ALL students in Pennsylvania.
Inclusive Practices in English Language Teaching The OUP ELT Expert Panel Oxford University Press Oxford University Press is a department of the University of Oxford and furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide.
‘Inclusive education is an unabashed announcement, a public and political declaration and celebration of difference.’ (Corbett, J. ) The principles of inclusion and their implications on school practice have been fiercely debated by leading educational experts for many years.
The first part provides the background, legal perspectives, audience and purpose for the Transition to School Guidelines, and information about inclusive and culturally responsive practice. Parts 2 and 3 outline key practices and resources to support successful transition to school.