Inclusive pedagogical practice in early childhood settings
For this assessment will need to prepare a report, based on the following scenario:
You are an educator in an early childhood service with children aged 0-5 years. The children and families in your setting are diverse and as a result you need to ensure your curriculum and pedagogical practice is reflective and inclusive of this diversity. Currently you have 30 children attending across the week, and the additional needs situational context is:
three (3) culturally and linguistically diverse (CALD) children – Mandarin, Turkish and Arabic,
two (2) children with challenging behaviours – ADHD & Oppositional Defiance Disorder,
two (2) children with speech and communication difficulties,
one (1) child with Autism,
two (2) children with disabilities – Downs Syndrome and Cerebral Palsy, and
three (3) children with chronic health issues.
Your report must address how you are going to work with your team, other professionals and families to develop an inclusive educational setting and curriculum that will facilitate, extend and enrich learning for all. It must also consider current government funding; the National Quality Standards; the importance of plans for the service and individual children, behaviour management plans; pedagogical practices; curriculum development; and environment provision.
Part 1: Identify current funding and National Quality Standards you must consider.
Part 2: Outline other professionals,organisations and support services you will need
to have partnerships with.
Part 3: A completed TAFE NSW Inclusive Practice and Principles Strategic Plan (IPPSP).
Part 4: Describe the pedagogical practices and skills you will need to teach in this learning environment.
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Subject Guide: ECCWC302A – Inclusive Practices and Principles
Your assessment should show evidence that you have read widely on the topic beyond the supplied readings and texts. Your assessment must use correct referencing, in APA style.
All submissions must comply with the requirements listed in the Student Handbook for this course.
As per the guidelines and rules, the opportunities enjoyed by students without disability and students with disability in context of education should be same. All Australian educators and education facilitators have obligation towards students with physical, emotional and intellectual disability. As per Disability Standards for education (2005), it is the duty of directors, principal and teachers to ensure each and every student’s participation in the curriculum should be same and comparable with their peers through rigorous, dignified and meaningful learning. The disability standards are laws under Disability Discrimination Act of 1992. However, not necessarily every student has same experiences. The standards direct the administrators and directors to ensure each student must have the same opportunity and choices of education as compared to their counterparts.
In the present scenario, there is different category of students with disability and from cultural and linguistic community. These warrants, the school curriculum as well as physical environment must be flexible or made suitable where the student can make best use of their potential. The standards are applicable to all area of education that also includes vocational training and TAFE. The standards cover different aspects of training and curriculum development as well as education impartment. The areas are – enrolment of students, participation of students in educational as well as non-educational activities, student support services, harassment and discrimination elimination services etc.
As per the key standards there are certain obligations of education providers that must be implemented and followed on strict basis. The standards that should be strictly implemented are – facilitating services and other support programs in same uniformity to students with disability as compared to students without disability. The second standard is making reasonable adjustment to different students learning program and learning environment. Inclusion of students, their caretaker and other support service providers regarding adjustments to be made for such students.
One of the important aspects of early childhood education is inclusion of students with disability with benefits for everyone. Different inclusion services are provided by the local state government and federal government to ensure the education facilitators must not discriminate children with developmental disability, emotional disability or intelligence disability. There are different funding and support services available that has to be tapped in order to provide same opportunities to students with disability in the presented situation.
The disability support programs from different state provide funding for kindergarten services so that the education facilitators can afford inclusive strategies to address the diagnosed disability. The program like specialised equipment and resources for kindergarten can assist in facilitating different resources and equipments for persons with hearing, vision and walking disability. Federal government programs such as Inclusion support program supports inclusion of students with disabilities and provides financial as well as support system help. This program also facilitates consultation with professionals having experience in disability programs. Another program that can be used for the current disables students in our institute is National Disability Insurance scheme. Through this scheme the disabled children under the age of 6 years are eligible to get support from government in early childhood education through their kindergarten service providers.