Transcript Visions, Practices, and Measures: International
Visions, Practices, and Measures: International Experiences on Achieving High Quality Inclusion
Camille Catlett, John Forster, & Elena Soukakou
Agenda
Building the Framework: Establishing a Vision for High Quality Inclusion Quantifying What’s Really Important: Using the Inclusive Classroom Profile to Measure Quality Inclusion Achieving the Vision: Evidence Based Practices That Support Inclusion
Defining Inclusion
Early Childhood Inclusion:
A Joint Position Statement of DEC and NAEYC
Definition
Early childhood inclusion
embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society.
… desired results of inclusion
The
desired results
of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, development and learning to reach their full potential.
… three defining features of inclusion
ACCESS PARTICIPATION SUPPORTS
Building the Framework: Establishing a Vision for High Quality Inclusion John Forster CEO Noah’s Ark Inc Melbourne, Australia
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Developing a shared vision: What relationships will make your work in inclusion more successful?
Case study: Developing a joint statement on inclusion between professional sectors in Australia
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How important is shared vision?
Importance in learning experiences
Importance in work experiences
Importance of relationships to inclusion
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What makes inclusion work?
Positive attitudes and beliefs
Flexible programs
Good professional support
Access to resources
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Why are shared vision and strong relationships important?
Short term: maximises existing capacity Long term:
builds skills and knowledge
creates rationale for greater investment
supports from communities and cultures
positive policies and budgets
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Australian Context
Government: 6 States and 2 mainland territories
Landmass: five per cent of world Population: almost 23 million
States / Territories: responsible for health and education Australian Government: responsible for Child Care
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Australia: The Good News
Early Childhood Education and Care Reforms
National Quality Framework Universal 4 year old program of 15 hours National Disability Strategy National Disability Insurance Scheme
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Australia: The Reality Check
Vastly different experiences
Lack of effective legal protections
Lack of professional development
Low level of expenditure
Resources inconsistent/ limited
Lack of data
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Brief Cultural Comparison USA Founders: Pilgrims AUSTRALIA Founders: Convicts Purpose: Self improvement Better oneself Purpose: Avoid getting caught Stick with your mates Measures of performance Don’t let boss know Self Improvement Tall poppy syndrome
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USA Shared Vision: Joint Statement on Inclusion AUSTRALIA DEC ECIA NAEYC ECA
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Shared Vision: Process
Listening sessions (7)
National survey (1403)
Expert panels (2)
Drafting Team (2+2)
Consultation to branches (15)
Final Drafting
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Joint Statement Structure
Position Statement
Underlying beliefs: Rights, Principles, Ethics
Rationale: Why do we need a statement?
Actions: Professional bodies, services, institutions
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Joint Statement: Actions
Attitudes
Workforce
Collaboration
Lack of cross sector understanding
Quality of early childhood services
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Joint Statement: Rights
ECA Rights of the child ECIA
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Convention on the Rights of Persons with a Disability Statements on Inclusion in mainstream education
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Joint Statement: Principles
ECA Best interests of child Social Inclusion Diversity Equity ECIA Importance of families High Expectations for every child Evidence-based practice
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Joint Statement: Rationale
Child’s services and institutional care
Segregated community services
Human Rights and access
Outcomes for every young child
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Position Statement
Our position is that children with a disability have the same rights as all children and additional rights because of their disability. They share with all children the right to be valued as individuals and as contributing members of families, communities and society.
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Position Statement
Every child is entitled to access and participate in ECEC programs which recognise them as active agents in their own lives and learning, respond to them as individuals, respect their families as partners and engage with their diverse backgrounds and cultures.
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Position Statement
This means that ECEC services and support professionals must be resourced and supported to the level required to fully include children with a disability and to achieve high quality outcomes for all children.
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Reflections: Developing relationships Process needs patience:
Telling the stories
Agreeing the principles/values
Agreeing the position
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Reflections: Sector relationships Shared expertise vital for:
Professional development
Individualized programs
Positive attitudes
Utilisation of resources
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Reflections: Future action
Is there a strong enough will in ECA and ECIA to continue to create progress?
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Reflections: Your reflections
Shared Vision: What relationships will make your work in inclusion more successful?
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For further information contact: John Forster [email protected]
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Quantifying What’s Really Important: Using the Inclusive Classroom Profile to Measure Quality Inclusion Elena’s slides drop in here
Shifting Paradigms
Know & •be able to do Evidence
•Evidence based practices
Research Synthesis Points on Inclusion and on Quality Inclusive Practices
Evidence-Based Practices that Support Inclusion handouts
Putting Access, Participation, and Supports into Action
Questions? Comments?