Better Together Inclusion works 1. Our Vision In Peel, all children play, learn and grow together 2

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Better Together Inclusion works

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Our Vision

In Peel, all children play, learn and grow together

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Agenda • Icebreaker• Empathy • What is Inclusion?• Power of Language• Benefits of Inclusion• Activity• Adapting the Environment• Equality vs Equity• Questions

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Icebreaker• Describe a time when you were not

included or you were left out of something that others were participating in.

• How did this make you feel?"

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Empathy“Empathy is the capacity to recognize or

understand another’s state of mind or emotion. It is often characterized as the ability to ‘put oneself

into another’s shoes’, or to in some way experience the outlook or emotions of another

being within oneself”

Anonymous

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Why teach EMPATHY….• Children become more respectful and have

caring relationships

• Produces more pro-social behaviors

• Children become more responsible citizens

• Reduces levels of bullying and aggression in children

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Definition of Special NeedsChildren ranging in age from birth to twelve years who, due to emotional, familial, physical, behavioural, developmental, cognitive, communicative or emotional factors are at risk of not maximizing their potential.  Special needs encompasses children, who require support and assistance with daily living, whether formally diagnosed or not and whether a diagnosis is short or long term in nature.

OMSSA definition

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What is Inclusion?“An approach to practice in early learning and

care settings where all children are accepted and served within a program and where each child and

family experiences a sense of belonging and no child or family is stigmatized or marginalized.”

Code of Ethics & Standards of Practice, College of Early Childhood Educators, February 2011

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“Inclusion means to bring people in, rather than to exclude them – in thought,

word and deed.”

Code of Ethics & Standards of Practice, College of Early Childhood Educators, February 2011

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Video

Carly’s Cafe

http://carlysvoice.com/carlyscafe/

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Power of Language• Ensure the person comes first • The special need comes second Eg. The Child with special needs

Appropriate positive wording supports:• Attitudes• Beliefs • Dignity • Value

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Words with dignity Words to avoid

Child with special needs HandicappedTypical NormalIntellectual needs Mentally handicappedChild with Autism AutisticBorn with…. Birth defectSupport need Behaviour problem

Toronto Children’s Services 2007, pg. 4

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Inclusion is for EveryoneIn your group define each role and how they are able to strengthen inclusion within the classroom:

• Children• Classroom Teacher • Parent

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Inclusion Ensures

• All children have the right to live and learn in an equitable society (Ontario Early Learning Framework, Statement of Principles)

• All children (have)the opportunity to form friendships and meaningful experiences within their community (Toronto Children’s Services, 2007)

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• All children become active members in society without discrimination

• Empathy and an acceptance of individual differences (Toronto Children’s Services, 2007)

• Exposure to diverse skills and abilities and provides a foundation for a lifetime of understanding and respecting differences

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Inclusion Ensures

• The teacher is a role model for all children in the class on how to celebrate different strengths and abilities

• New ways of creatively addressing challenges and contributing to a diverse learning environment

• Collaborative problem solving and teamwork skills

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• All staff benefit from enhanced training opportunities and broadened experiences

• The teacher is flexible and responsive to the needs of the day

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Inclusion Ensures

• All parents have support and connections in their local community, including access to their neighborhood child care

• Greater opportunity to develop friendship with other parents

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• Better understanding, awareness and appreciation of individual differences and diversity

• Increased opportunities for self advocacy and seeing social justice in action

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DRAFT

“Early childhood settings must encourage healthy

dialogue about the principles and shared beliefs

that relate to inclusion, diversity and equity. They

must recognize every child as a citizen with equal

rights and unique views about how to participate

in the world.”

Ontario Early Learning Framework, Statement of Principles

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What’s necessary for some is good for all.

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Adapting the Environment

Environmental support may require some altering of the physical space or the materials provided, in

order to promote engagement and learning for all children.

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Make small changes in your child care environment

Altering or modifying materials in your child care classroom may make the time that a child with special needs spends with you easier and more enjoyable and allow all children to participate

independently.

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Model for adapting classroom materials:

Stabilize

Enlarge

Enhance

Simplify

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Activity Each group will focus on an area in the classroom and/or routine and explain what adaptations could be made:

Block Area TransitionsArt Area LunchSensory Sleep RoomLarge Group/Circle Time

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EQUITY vs EQUALITY

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"Inclusion is not a strategy to help people fit into the systems and structures which exist

in our societies; it is about transforming those systems and structures to make it better for everyone. Inclusion is about creating a better world for everyone."

Diane Richler, President, Inclusion International

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Self Reflection

• Take time to write down two ways to promote inclusion to your classroom

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QUESTIONS

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Resources/Referenceswww.connectability.cawww.cdrcp.comwww.specialinkcanada.orgwww.autism.netwww.edu.gov.on.ca/oelfwww.omssa.comwww.college-ece.ca

Code of Ethics & Standards of Practice, College of Early Childhood Educators, February 2011Ontario Early Learning Framework, Statement of PrinciplesInclusion: Policy Development Guidelines for Early Learning and Care Programs, Toronto Children’s Services , Toronto, Canada. 2007Peel Children’s Charter of Rights 2007