TITLE: Constructing Inclusive Education in Early Childhood Settings
TITLE: Constructing Inclusive Education in Early Childhood Settings
LENGTH:4000 words
Due date 19.7.2023 at 3pm
For the assessment task you will need to compile an Inclusive Education Strategic Plan, based on the following scenario:
You are the room leader in an early childhood service with children aged 3-5 years. Your team within the room includes yourself, 2 diploma educators, a trainee educator and a teachers aid with an individual support qualification. The children and families in your setting are diverse and as a result you need to ensure your curriculum and teaching practices are reflective and inclusive of this diversity. Currently you have 30 children attending across the week, and the exceptionality situational context is:
Note Template Attach and make 6 observations
five (5) children who a multilingual in two languages
two (2) children with speech and communication difficulties
one (1) child with autism
one (1) child with giftedness and transitioning to school next year.
two (2) children with chronic health issues
one (1) child with a sensory processing impairment and transitioning to school next year.
two (2) children experiencing trauma
three (3) children experiencing anxiety
three (3) children with undiagnosed behavioural concerns
ten (10) children with no identified additional needs
Ensure your Inclusive Education Plan includes:
An introduction to your room's understanding and approach to inclusive education, including the provision of an inclusive curriculum and teaching practices required.
A completed Inclusion Strategic Plan
Completed Individual Education Plans (IEP) where appropriate.
Completed Individual Behaviour Support Plans (IBSP) where appropriate.
Completed Transition to School Statements (TSS) where appropriate.
A conclusion on how all the children within the learning environment are:
having their rights respected
developing agency and respect for others
developing as active and global citizens
A compiled Bibliography (in replace of references and reference list).
2476500124086EPRO401 INCLUSION STRATEGIC PLAN
0EPRO401 INCLUSION STRATEGIC PLAN
Service Details Service Profile
Number of children enrolled, and service break down by the cohorts the program supports Service outline of current capacity and capability to include children with additional needs Educator outline of current capacity and capability to include children with additional needs Service outline of current family and community outreach strategy. Care Environments
Room 1 Room Description:
Inclusion Profile:
Child/ren with Additional Needs Profile
Name Outline of Additional Need Current Barriers for the Care Environment Individual Plans
IEP Behaviour Transition to School Additional Educator Analysis
Barriers and Strategies
Refer to Table 1: Barriers and Strategies
Level 1 Barrier Level 2 Barrier Strategies Actions and Responsibility
Family, Professionals, Organisations, Support Services and Resources
Name Details Actions and Strategies
Pedagogical practices, curriculum design and environment provision considerations:
Room 2 Room Description:
Inclusion Profile:
Child/ren with Additional Needs Profile
Name Outline of Additional Need Current Barriers for the Care Environment Individual Plans
IEP Behaviour Transition to School Additional Educator Analysis
Barriers and Strategies
Refer to Table 1: Barriers and Strategies
Level 1 Barrier Level 2 Barrier Strategies Actions and Responsibility
Family, Professionals, Organisations, Support Services and Resources
Name Details Actions and Strategies
Pedagogical practices, curriculum design and environment provision considerations:
Room 3 Room Description:
Inclusion Profile:
Child/ren with Additional Needs Profile
Name Outline of Additional Need Current Barriers for the Care Environment Individual Plans
IEP Behaviour Transition to School Additional Educator Analysis
Barriers and Strategies
Refer to Table 1: Barriers and Strategies
Level 1 Barrier Level 2 Barrier Strategies Actions and Responsibility
Family, Professionals, Organisations, Support Services and Resources
Name Details Actions and Strategies
Pedagogical practices, curriculum design and environment provision considerations:
Room 4 Room Description:
Inclusion Profile:
Child/ren with Additional Needs Profile
Name Outline of Additional Need Current Barriers for the Care Environment Individual Plans
IEP Behaviour Transition to School Additional Educator Analysis
Barriers and Strategies
Refer to Table 1: Barriers and Strategies
Level 1 Barrier Level 2 Barrier Strategies Actions and Responsibility
Family, Professionals, Organisations, Support Services and Resources
Name Details Actions and Strategies
Pedagogical practices, curriculum design and environment provision considerations:
Room 5 Room Description:
Inclusion Profile:
Child/ren with Additional Needs Profile
Name Outline of Additional Need Current Barriers for the Care Environment Individual Plans
IEP Behaviour Transition to School Additional Educator Analysis
Barriers and Strategies
Refer to Table 1: Barriers and Strategies
Level 1 Barrier Level 2 Barrier Strategies Actions and Responsibility
Family, Professionals, Organisations, Support Services and Resources
Name Details Actions and Strategies
Pedagogical practices, curriculum design and environment provision considerations:
Service Educator Inclusive Education Capacity Building Plan
Consider the National Quality Standards, including National Learning Frameworks such as EYLF and My Time, Our Place and the services 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
QA 2 Childrens Health and Safety
QA 3 Physical Environments
QA 4 Staffing Arrangements
QA 5 Relationships with Children
QA 6 Collaborative Partnerships with Families and Communities
QA 7 Leadership and Service Management
ATTACHMENTS: Ensure to include copies of Individual Education Plans (IEP) , Behaviour Plans and Transition to School Statements
center26860500 Table 1: Barriers and Strategies
2159635124460EPRO401 INDIVIDUAL BEHAVIOUR SUPPORT PLAN
00EPRO401 INDIVIDUAL BEHAVIOUR SUPPORT PLAN
Childs Name: Date of Birth: IBSP Date:
People involved in setting IBSP: Home language/s:
List of identified behaviour/concerns/issues from all stakeholders involved with the child
List the behaviour triggers and outline possible contributing factors to behaviours
What can the child do now? Strengths / Interests?
Area of concern
Developmental Domains, Self Help, Transition to School Long Term Goal
(Target This must be SMART)
(Specific, Measurable, Achievable, Realistic and Timed) Short Term Goal
(Target This must be SMART)
(Specific, Measurable, Achievable, Realistic and Timed) Teaching Strategies and Resources Required Review
Tick as appropriate and comment on progress towards target
Not Met Partially Met
Fully Met Exceeded
Not Met Partially Met
Fully Met Exceeded
Strategies for the learning environment and staff
Area of Concern Name of Staff and Role Type of Intervention and support required in the learning environment Total Hours per day
Comments:
Monitoring and evaluating the plan
Area of Concern Name of Staff and Role Comments and Feedback Date
SIgnatures:
IBGP Meeting Parent/Carer Sign: Service Rep Sign: Proposed Review Date:
Review meeting Parent/Carer Sign: Service Rep Sign: Actual Review Date:
2159635124460EPRO401 INDIVIDUAL EDUCATION PLAN
00EPRO401 INDIVIDUAL EDUCATION PLAN
Childs Name: Date of Birth: IEP Date:
People involved in setting IEP: Home language/s:
Overview of the childs needs and engagement in the early childhood setting:
What can the child do now? Strengths / Interests? Refer to previous IEP/ILP unless this is a first IEP/ILP or new target.
Area of concern
Developmental Domains, Self Help, Transition to School Long Term Goal
(Target This must be SMART)
(Specific, Measurable, Achievable, Realistic and Timed) Short Term Goal
(Target This must be SMART)
(Specific, Measurable, Achievable, Realistic and Timed) Teaching Strategies and Resources Required Review
Tick as appropriate and comment on progress towards target
Not Met Partially Met
Fully Met Exceeded
Not Met Partially Met
Fully Met Exceeded
Not Met Partially Met
Fully Met Exceeded
Strategies for the learning environment and staff
Area of Concern Name of Staff and Role Type of Intervention and support required in the learning environment
Who supports the child and how often
Day Name of Support Staff and Role Type of Intervention Total Hours per Day
Monday Tuesday Wednesday Thursday Friday Total Number of Hours per Week Monitoring and evaluating the plan
Area of Concern Name of Staff and Role Comments and Feedback Date
SIgnatures:
IEP Meeting Parent/Carer Sign: Service Rep Sign: Proposed Review Date:
Review meeting Parent/Carer Sign: Service Rep Sign: Actual Review Date:
center100330EPRO401 TRANSITION TO SCHOOL STATEMENT
00EPRO401 TRANSITION TO SCHOOL STATEMENT
Childs Name:
The Name of my early childhood service:
The school Ill be going to next year:
Is this child Aboriginal and/or Torres Strait Islander?
Yes No Both
Does this child have an NDIS plan? If yes, please attach it to this form.
Yes No Both Is this child supported by another service or specialist program relating to their learning or development? This could include speech therapy, physiotherapy, occupational therapy, or other support. If yes, please attach reports or information if available to this form
Yes No Both
Comments:
My early education details
Name of early educator completing this form:
Preschool/EC service name: Preschool/EC service address:
Preschool/EC service phone contact:
Preschool/EC service email contact:
Childs period of enrolment at service (start date to end date:
Enrolled days per fortnight:
Date for completed:
How I feel about school (Child and early childhood educator complete this section together)
Educators prompts: Childs responses:
Have you visited your new school? Who did you go with? Is there anything youd like to know about your new school? Would you like me to tell your new schoolteacher anything about you? My early learning and development (Early childhood teacher or educator completes this section)
Outcome 1: Sense of identity Links to AC ES1: PDHPE, Science, English, Creative Arts, Mathematics, HSIE
Always UsuallySometimes Needs Support
Participate in learning and play Shares and negotiates resources with others Responds when distressed or upset Comments on intentional teaching strategies used or recommended related to this outcome: Outcome 2: Connection with and contribution to the world Links to AC ES1: PDHPE, Science, English
Always UsuallySometimes Needs Support
Participates in small and large groups Shows awareness of the needs of others Shares knowledge and experience in play and learning Builds and maintains relationships with others Comments on intentional teaching strategies used or recommended related to this outcome: Outcome 3: Childs wellbeing Links to AC ES1: PDHPE, Creative Arts
Always UsuallySometimes Needs Support
Self-regulates emotions Demonstrates physical skill and ability Manages personal hygiene and self-care Comments on intentional teaching strategies used or recommended related to this outcome: Outcome 4: Child is a confident and involved learner Links to AC ES1: Science, English, Creative Arts, Mathematics, HSIE
Always UsuallySometimes Needs Support
Shows interest in learning Focuses attention and concentrates when challenged Shows wonder and curiosity about the world Comments on intentional teaching strategies used or recommended related to this outcome: Outcome 5: Child Communicates effectively Links to AC ES1: Science, English, Creative Arts, Mathematics, HSIE
Always UsuallySometimes Needs Support
Talks and listens in large and small groups Represents thinking and ideas in creative ways Shows awareness of printed letters as well as sounds Works with mathematical concepts like numbers, patterns and shapes Comments on intentional teaching strategies used or recommended related to this outcome: Adapted from The NSW Government Education Transition to School Statement.
