Ece auckland workshop

1. Inclusion in Early Childhood Education Northern Auckland Kindergarten AssociationMinistry of Education - GSE Albany, Auckland 2 September, 2011 Bernadette Macartney , Victoria University Jude MacArthur, Massey University The Inclusive Education Action Group i e a g

Developing early childhood services and schools thatrespond to diversity so thatall children and young peopleare valued, belong, learn well and have friends.

Inclusive education is aboutlistening to unfamiliar voices , being open,empoweringall members, and aboutcelebrating diversityin dignified ways. (Barton, 1997)

Children welcomed, valued and included in theirlocalEC service and school

Presence

Participation

Exclusion

Achievement

It involves:

a processof continuous improvement

EC services, schoolsandcommunities

valuesandputting values into practice

overcoming barriersto childrens learning and participation

(Ainscow, Booth & Dyson, 2006)

Values

- are fundamental guides and prompts to action

- give us a sense of direction

- underpin our actions towards others

- state how we want to live together and educate each other, now and in the future

ValuesActions

(Booth, 2011)

Equality, participation, community, compassion, respect for diversity, honesty, rights,joy , non-violence, sustainability,trust,courage ,love , hope/optimism,beauty

What would our early childhood/school community look like if we hadjoyful engagementin teaching, learning and relationships?

What does education become withoutcourage, joy, loveandbeauty ?

(Booth 2011)

The United Nations Convention on the Rights of Persons with Disabilities

The New Zealand Disability Strategy -Whakanui Oranga

EC teacher: (Our association has a policy that says) if a child comes in, and you haven t got a wheelchair ramp and special toilet facilities, or whatever, you have got a right to say No because there is a kindergarten down the road that can take a child that has got those facilities.

Parent:You still have to fight for these kids, havent you? Ohhh, it gets you down after a while by the time you work with them at home as well, you haven t got the time to fight for them.

Marama (mother of kpo Mori child):We had a meeting (with the school). They have a bilingual unitand the teachers said, We will fit her in here. Thats fine . And then we had a meeting with the principal and he said straight out,I dont want to put the burden on one of my teachers of having to have this girl in the classroom ...He made it really hard. He said if she went to the school, he wouldnt put her in the bilingual unit. He would make her wear a reflective vest in the playground because there are so many big boys around and it would be dangerous for her and others to just be in the playground.

(Higgins, Phillips, Cowan & Tikao, 2009)

The researcher observed specialist professionals:

v e lcroing themselves to children

removing the children from the program

workingone-to-one with a child

implementing a separate program from that in the EC setting

(Purdue et al, 2011)

Early Intervention teacher as the expert:

Senior teacher/parent: I think the EI teacher intimidates the teachers some teachers will say, well, shes the expert, with maybe a sense of relief, Im glad I dont have to deal with Annie.

(MacArthur, 2004)

Ian (age 11) at Intermediate school

9.00 -interval: In class.

Interval went to special unit.

After interval physiotherapy out of class.

10.45-11.30 Rest of class swimming. Iangoes to unit as the pool is not accessible.

11.30-12.00 : Reading with class.

Lunchtime : Went to library on his own.

1.00 : Wheelchair group safety and awareness; problem-solving; social skills.

2.15Back to class. Rest of class are in assembly.He reads until they return.

2.25Works in a small group with classmates on a project.

2.40Leave school early to catch taxi home.

Ian:Its better to sit in a wheelchair and know yourmaths than to walk.

(Clark, MacArthur et al., 2007, p. 145).

Rachel (age 16):There is still a little bit of stigma there (in the Special Unit) . It would be better kind of not being shoved in a room and being outcast. Some teachers dont go near our Learning Support Centre at all.

You just want to be treated like everybody else, really.

( Rutherford, 2008)

Parent: The Head Teacher used to have to come to our IEP meetings in her lunch hour. but the teachers never actually took Clare off the ESW

(Macartney, 2011)

Some teachers in Kerrys study gave the responsibility of teaching tamariki to ESWs or EI teacherssome ESWs knew more about the child with a disability than their teachers did.

Parents said they had to remind teachers about their legal obligations to include and teach their child andto make environments more accepting and inclusive

(Gordon-Burns et al., 2010)

Luke (age 13 ): Im happy and unhappy ( with the teacher aides). They help me do my work, but they can get on my nerves.

Lukes maths teacher : I see Luke at lunchtime he doesnt really hang out with other kids they dont interact with him. But then again, he interacts so much with the teacher aide in class, I dont see him even talking to other kids in the class really.

(Identity project )

Harry (age 16):They should have, like, people with disabilities in, like, prefect roles, like that, head girl or boy or something like that.You kind of feel left out, like all the popular students in that year get a role and we dont.

Harrys mother : Wed love to see him leave on Friday afternoon and come back, you know, Sunday night, 3 oclock in the morning, something like that that would be great wouldnt it?

(Clark, MacArthur et al., 2007).

Midwifes assessment in a written report:Clare is not able to talk.

Clares mother, Fran:If you dont know her (Clare), she cant talk.

How might these perceptions of Clare impact on her learning and participation?

High quality interactions take place when children feel that their teachers value them

Teachers in Kerrys and Bernadettes studies tended to view children as too disabled and too difficult to teach and they were therefore unlikely to:

hear childrens voices

create challenging learning environments or provide the assistance children needed to learn

Joanne (age 13):I feel like I am an equal, and (being put in a low group) sets me down a bit like thinking, Oh well, I have to go in this group because I am different

Interviewer:Would you rather just be in the other class?

Joanne:Yeah, just in the normal homeroom and like in the other reading group.

Interviewer:Do you get any chances to say that to your teachers?

Joanne:No, not really.

(MacArthur, Sharp, Kelly and Gaffney, 2007)

Physical presence does not equal inclusion

Children experience the curriculum in different ways

Cultural norms include some and exclude Others

Inclusion is an on-going process not a destination

On-going, deep critical reflection is essential

Physical presence = inclusion

All children experience the curriculum in the same way

Inclusion is a destination to be reached

The curriculum is forallchildren and families

Defines curriculum as the sum total of the experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster childrens learning and development (p.10).

Te Whaarikias an ethical, philosophical and practical guide to teachers

Some underpinnings of

Te Whaariki based

approaches to inclusion

Close, respectful and responsive relationships with each child

Families-whanau having an integral part to play in their childs education

A commitment to every child and families right to belong, actively participate and contribute to what happens in the curriculum

A view of each and every child as unique ;as having the same rights as others; as a competent and capable learner

Valuing differences and diversity as expected, normal and desirable

Approaches to teaching that place an emphasis on each childs strengths and interests

An expectation that teachers will work collaboratively with the wider community in the interests of childrens learning and full participation

(including other professionals such as EI teachers, teachers with specialisations related to particular impairments, therapists etc)

Supporting learning through responsiveness relationships, and interactions

What things could prevent disabled children and their families from experiencing Te Whariki in ways that reflect and support this aspect of teaching philosophy and practice?

We would like you to consider thebarriers.

10 mins

What could teachers do to remove these barriers?(Discuss this questionin relation to the aspect ofTe Whaarikiyou have been looking at.)

Consider teacher philosophy, beliefs, attitudes and practices.

10 mins

Critical reflection

Attitudes are the biggest barrier/enabler

Teachers taking responsibility for inclusion

Creating strong partnerships with families

Collaboration

RELATIONSHIPS NGA HONONGA

Parents, whanau, teachers, ESWs, specialists, therapists, EI teachers, GP, EC services, child development services, pediatrician etc etc etc

To support childrens learning and their social experiences, it is important for all involved to:

share a visionof the learning and social relationships for each child

work togetheras a teamto realise that vision

Learning with, from and about each other to develop a shared understanding of each others areas of knowledge and practice, roles, responsibilities

Singing from the same song-sheet.

A caring focus on the child and family who are central, family participation and leadership, valuing of whanau relationships, shared values,a shared desire to make a positive difference for children and to build teacher capability , trust, open and clear communication, respect, ethical behaviour,shared goals and understandings (e.g. about diversity, inclusion), participation,flexibility (there are a number of ways to do things), Aroha, open to new learning, cultural sensitivity and support, sharing knowledge, approachable, curriculum knowledge, inclusive values and practices, knowledge of team protocol, confidentiality,positive relationships, knowledge of the community, taking time to develop a shared purpose and clear roles, a shared philosophy of collaboration - together we are better.

We arenot the expert , but we allhave expertise

Weshare responsibility for children- Families and whanau, EC services, schools and their communities all contribute to childrens learning

When teachers take responsibilityfor tamariki with disabilities, they:

Understand the roles and responsibilities of ESWs and EI teachers in ways that encouragethe childrens independence and interdependence

Value their own knowledge and role - supportallchildrens learning through interactions with others

(Gordon-Burns et al, 2010)

What do disabled people tell us about their lives, rights and aspirations?

http://www. youtube .com/watch? v=2FlIyJJRc0E

What do families of disabled children say about and want/need from an

early childhood centre?

Examples from a kindergarten and a childcare centre

Consider:

What was important to each family?

What was important to each teachers?

What was missing/not emphasised from a Te Whaariki-based perspective?

A warm and equal welcome

Teachers and peers who have a good relationship with their family and child

To belong and contribute

Teachers who see and treat their child as a learner

Equitable rules, systems & access

How do the parents view their disabled child?

What do the want for him?

What do they want from others?

i e a g

Inclusive

Education Action Group

Creating Inclusive Schools & Communities

www.ieag.org.nz

UNESCO DVD :A world for inclusion

http://www. unesco .org/archives/multimedia/? s=films_details & id_page=33 & id_film=213

This short film introduces inclusive educatin and explores its meaning from an international perspective.

Booth, T. and Ainscow, M. (2011). The Index for Inclusion.www. csie .org. uk

The Index is a professional development tool for schools that is widely used internationally.CSIE also have a version of the Index that is dedicated to early childhood education.