TAFE NSW: ECCEC302A - Inclusive Practices & Principles Report

This report provides a comprehensive review of inclusive practices and principles in early childhood education, specifically within the context of the ECCEC302A course at TAFE NSW. It addresses issues and dynamics impacting a service's capacity to include children with additional needs, expl...Read More

ECCEC302A – INCLUSIVE PRACTICES AND PRINCIPLES IN EARLY CHILDHOOD
Assessment 2 Template
TAFE NSW Inclusive Practice and Principles Strategic Plan (IPPSP)
The Inclusive Practice and Principles Strategic Plan (IPPSP) is designed to assist students to focus on the needs, goals and actions of educatorsto facilitate the
inclusion of all children within an identified education and care setting.
SERVICE NAME:
STUDENT NAME:
Service Review
What are the issues and dynamics that could impact on a service’s capacity to include children with additional needs?
How will this service promote learning experiences, interactions and participation to build on children’s strengths and encourage involvement?
For including children with additional needs, there are certain factors that affect the services provided to the children with additional needs. The factors are
the governmental policies for addressing the needs of the special children. Lack of proper trainer is also one of the factors. Lack of the teachers with proper
training to handle children with special need would cause workload on the existing ones that impacts the type of efforts put to each of the children.
The teachers will be trained to promote good learning experiences for the child by following strength based approach towards learning, by following
strength based approach. In order to promote a learning environment for the children with special needs, computer based programs can be used to hold the
interest of the child with special needs.
Educator Needs
What are the issuesand practices which are impacting on the educators’ capacity to provide a care environment inclusive of all children?
TAFE NSW Higher Education ECCEC302A – Inclusive Practices and Principles in Early Childhood: Assessment 2 Template

ECCEC302A – INCLUSIVE PRACTICES AND PRINCIPLES IN EARLY CHILDHOOD
Assessment 2 Template
The issues and the practices impacting the educators are lack of adequate training. Less number of teachers with training in special educations makes it
difficult for those teachers to provide care to each and every child. Hence the educators need proper training.
Furthermore stigmatisation also is one of the barriers to the provision of care to children with special care needs. Discriminatory attitudes and behaviours of
the children educator and the families of the other children is also another reason.
A lack of available spaces in the child care services, limited access to the resources and equipments required for the child with additional needs to include
them successfully.
Limited availability and access to the government funding support for the inclusion. The educators might need to modify the school or the classroom design
in order to support the children with special needs.
An Inclusion Support Facilitator (ISF) is required by the educator who could develop a plan for the educators regarding the detailed action that the educator
needs to do.
Barriers and Strategies
Identify the barriers that will impact the service’s capability to include children with additional needs and the proposed strategies the service will implement
to address inclusion barriers.
TAFE NSW Higher Education ECCEC302A – Inclusive Practices and Principles in Early Childhood: Assessment 2 Template

ECCEC302A – INCLUSIVE PRACTICES AND PRINCIPLES IN EARLY CHILDHOOD
Assessment 2 Template
For a full list of barriers and strategies and associated description, please see refer to TABLE 1
Level 1 Barrier Level 2 Barrier Strategies
Curriculum A rigid curriculum and does not allow
implementation of various teaching
methods and different teaching aids
(Amr et al., 2016).
Lesson plans that are not suitable for
all the students including the inclusive
children.
The curriculum should be made more flexible including a wide range
of teaching techniques using computer assisted teaching or by using
the visual aids (Amr et al., 2016).
Supervision of all the children The unenthusiastic teachers or those
teachers who are not trained to deal
with the differently abled students can
be barrier.
Teachers will be trained properly regarding the course of the education
and the needs of the special children. Enthusiastic teachers should be
recruited (Amr et al., 2016).
Physical barriers Many of the schools do not have
ample facilities for the
accommodation of the students with
special care needs.
Lack of proper toileting facilities.
The local government lacked the
funds.
The government should consider the funding of the schools for making
modifications in the buildings such as provision of elevators for the
special children. Screening and monitoring the chance of the potential
hazards that might occur.
TAFE NSW Higher Education ECCEC302A – Inclusive Practices and Principles in Early Childhood: Assessment 2 Template

ECCEC302A – INCLUSIVE PRACTICES AND PRINCIPLES IN EARLY CHILDHOOD
Assessment 2 Template
Children specific barrier Limited communication, toileting
requirements, limited mobility,
challenging behaviour and difficulty
feeding can be the barriers to
inclusion.
Communication goals should be established for the children and the
teachers should be trained to comply with the goals.
Educator Capacity Building Plan
Consider the National Quality Standards, including National Learning Frameworks such as EYLF and My Time, Our Place and the service’s Quality
Improvement Plan when developing this plan. Note: rows not requiring input may be deleted.
Team Goals Action Plan Resources Progress Notes
What outcomes do you want to achieve
within this care environment? These
goals address the educator needs and the
issues identified in the service review
What are the steps you will take to
reach your Team Goals?
What resources will be used to assist
educators to provide a care
environment inclusive of all
children?
What has been achieved so
far? What difference has it
made? Are there any
adjustments to your Action
Plan?
QA 1 Educational Program and Practice
The educational service would be able to
include the children with special care
needs.
 Review the policies and the
funding.
 Provide robust training to ten
teachers.
User friendly technological aids,
visual aids, having a predictable
schedule (Beveridge, 2013).
Training has been provided.
Use of the technological aids
needs to be improved, more
experienced educators should
be brought.
QA 2 Children’s Health and Safety
The health and safety of the children
should be taken care of.
 Appointing an occupational
therapist
 Regular check-up
 Abiding by the health and safety
care guidelines.
Safety equipment such as walking
aids, visual aids.
Proper protocols for the safety of the
teachers.
Less number of incidents
related to falls have occurred.
TAFE NSW Higher Education ECCEC302A – Inclusive Practices and Principles in Early Childhood: Assessment 2 Template

ECCEC302A – INCLUSIVE PRACTICES AND PRINCIPLES IN EARLY CHILDHOOD
Assessment 2 Template
Educator Capacity Building Plan
Consider the National Quality Standards, including National Learning Frameworks such as EYLF and My Time, Our Place and the service’s Quality
Improvement Plan when developing this plan. Note: rows not requiring input may be deleted.
Team Goals Action Plan Resources Progress Notes
QA 3 Physical Environments
The physical environment should be
modified as per the requirement of the
children with special needs.
 Classroom modifications
 Provision of side rails to prevent
falls
 Effective lighting
Safety precaution manuals about the
environmental modification for
children with special needs.
The physical environment of
the institution complies with
the safety guidelines (Amr et
al., 2016).
QA 4 Staffing Arrangements
Appointment of trained staffs  Robust training to the teachers
 Recruiting an occupational therapist
 Recruiting enthusiastic teachers
empathetic towards gifted children
 Training can be given by power
point presentations.
 In-hand training procedures like
how to handle wheelchairs or
walkers
Documentation of the adverse
events and tallying with the
baseline data.
QA 5 Relationships with Children
Establishment of the rapport  Developing a conducive
environment
 Increasing the acceptance level
among the peers.
 Orientation programs
 Training
 Interview with the parents
Proper orientation programs
and interview has been held
but with less number of
parents
TAFE NSW Higher Education ECCEC302A – Inclusive Practices and Principles in Early Childhood: Assessment 2 Template

ECCEC302A – INCLUSIVE PRACTICES AND PRINCIPLES IN EARLY CHILDHOOD
Assessment 2 Template
Educator Capacity Building Plan
Consider the National Quality Standards, including National Learning Frameworks such as EYLF and My Time, Our Place and the service’s Quality
Improvement Plan when developing this plan. Note: rows not requiring input may be deleted.
Team Goals Action Plan Resources Progress Notes
QA 6 Collaborative Partnerships with Families and Communities
Whole school approach to establish
collaborative partnership with the
families and the communities (Deppeler,
2012).
 To discuss about the possible
approaches that can be taken for
the inclusion.
 To include the parents in the
decision making process
 Power point presentations
and charts to educate the
parents about the topics of
inclusion.
 Activities engaging both the
parents and the educators.
 Use of information manuals
to inform the teachers
(Rossetti, 2012).
Communication between the
educators and the parents of
the children with special care
needs has increased.
QA 7 Leadership and Service Management
 Educators should play the roles of
leaders to facilitate successful
teaching
 Educators should be trained
 Educators should screen for the
continuous quality improvement
strategies (Rossetti, 2012).
 Trainings
 Discussion with the experienced
teachers
Any improvement in the
quality should be noted.
TAFE NSW Higher Education ECCEC302A – Inclusive Practices and Principles in Early Childhood: Assessment 2 Template

ECCEC302A – INCLUSIVE PRACTICES AND PRINCIPLES IN EARLY CHILDHOOD
References
Amr, M., Al-Natour, M., Al-Abdallat, B., & Alkhamra, H. (2016). Primary School Teachers' Knowledge,
Attitudes and Views on Barriers to Inclusion in Jordan. International Journal of Special
Education, 31(1), 67-77.
Beveridge, S. (2013). Children, families and schools: Developing partnerships for inclusive education.
Routledge.
Deppeler, J. O. A. N. N. E. (2012). Developing inclusive practices: Innovation through collaboration. What
works in inclusion, 125-138.
Rossetti, Z. S. (2012). Helping or hindering: The role of secondary educators in facilitating friendship
opportunities among students with and without autism or developmental disability. International
Journal of Inclusive Education, 16(12), 1259-1272.
TAFE NSW Higher Education ECCEC302A – Inclusive Practices and Principles in Early Childhood:
Assessment 2 Template

ECCEC302A – INCLUSIVE PRACTICES AND PRINCIPLES IN EARLY CHILDHOOD
TABLE 1: BARRIERS AND STRATEGIES
TAFE NSW Higher Education ECCEC302A – Inclusive Practices and Principles in Early Childhood:
Assessment 2 Template