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- 1. Inclusion in Early Childhood Education Northern Auckland Kindergarten Association Ministry 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
- 7. Presence Is this place fair for us? Do you encourage and facilitate my endeavours to be part of the wider group?
- 13. Participation Do you encourage and facilitate my endeavours to be part of the wider group? Do you appreciate and understand my interests and abilities and those of my family? Do my family and I feel a sense of belonging here? Do you know us? Can we trust you? Do you meet our daily needs with care and sensitive consideration?
- 14. Present, but not participating
- 18. Scared to participate Emma (age13)
- 19. Achievement Do you invite me to communicate and respond to my own particular efforts? Do you hear us? Do you let us fly? Do you engage my mind, offer challenges and extend my world?
- 23. Te Whaariki as a framework for inclusion Bernadette Macartney
- 33. Working in Collaborative Teams to Support Inclusion Jude MacArthur
- 39. Understanding Diversity What families and disabled people can tell us about inclusion Bernadette McCartney
Notas del editor
- Note - all names in this presentation are pseudonyms and identifying features have been changed or removed
- Inclusion is focused on ensuring that all children and young people have access to good quality education in their community. It is particularly concerned with students who are marginalised (e.g. gay/lesbian/transgender students, disabled students, students from minority cultures or religions etc) . On an international basis, it is concerned also with children who are excluded from education because of poverty, politics, warfare etc. The goal of inclusive ed is an inclusive society - This is also the goal of the Disability Strategy which is government policy.
- Involves schools and communities continuously questioning what they are doing. Idea of a process = EC services and schools are always growing and developing towards the goal of inclusion
- Values are not just words or phrases - they are intrinsic beliefs and ways of knowing and doing that inform how and why we engage in certain practices and approaches in education (with thanks to Rick Paenga, RTLB, Gisborne) We need to be clear about the relationship between our values and our actions .
- These two questions can help us to understand the role played by values in our early childhood services and schools.
- The NZ disability strategy is policy - there is clear support in the Strategy and the Convention for inclusion in education in NZ
- Resourcing concerns are problematic - fairness and equity won’t be achieved by centres simply having additional resources for children with disabilities. The emphasis on resources focuses almost exclusively on the child with a disability, when the focus for inclusion needs to be on the structure and culture of the EC centre, and on changes that support children’s learning and participation, rather than disabling them. This does not mean that resources and supports are unimportant - they are a vital part of the mix.
- Is this place fair = one of the questions used for staff to consider quality of programmes in centre - from the Learning and Teaching Stories Project EI teacher’s approach discourages learning with peers, excludes teachers, models a non-acceptance of diversity (‘special education’ approach defines the way this teacher works, rather than grounding her approaches in Te Whariki.
- The focus in Ian’s day is his disability (therapy). He would prefer to have the focus on academic work. The aim of therapies in NZ education is to support students with disabilities to access the curriculum, but in this case, therapy has become an end in itself. The idea of teaching social skills in a wheelchair group class is an example of this. There is a danger that disabled students’ education is viewed as ‘different’ or ’special’. The focus in Ian’s class needs to be on creating contexts that support Ian to learn through social processes that also focus on his friendships and social relationships with peers. This what we do for other children and young people.
- Segregated places on school sites such as special classes (primary) and units/learning support centres (secondary) separate students from their peers against the wishes of the students themselves who are working hard to be part of the group of all students
- Can also happen in EC services and in community situations
- First example - this parent also said that she would sit in the centre with her daughter and 5 other children and teachers would walk past and say “Oh, you’re great - you should come every week!”…. “ But they didn’t think to take Clare off me” Teachers not always taking the time to get to know children with disabilities - results in children being sidelined and isolated from the rest of the group. Children positioned as ‘special’ and ‘different’ - in need of separate care, resources, and different curricular experiences Trust breaks down because it is notclear to families that their childwith a disability is wanted, and cared about (as teachers seem to not want the child there) These advocacy efforts take their toll on families
- Teacher aides are often singled out by students. While students often value their support for learning, they also feel that there is too much adult control over their lives and too much close support that prevents peers from becoming involved. Students ask for more privacy, and for adults to be considerate of the way in which their presence influences their relationships with non-disabled peers We have found variations in ta’s themselves, and in the ways schools use teacher aide support. Luke - Acknowledged the positive effects of their support but disliked their proximity in the classroom and their impact on peer relations -. Made him feel embarassed in front of his peers. In contrast - Some TAs felt that too much responsibility was placed on their shoulders and that some teachers did not take enough notice of disabled children in their classroom. Illustrates 2 things: importance of listening to children’s views about teacher aide support – when it is needed, when it is not, and acting so that support does not become another barrier to social participation and learning Importance of teachers and teacher aides having opportunitiy to negotiate roles that ensures teacher responsibility for all students
- Illustrates the importance of positive role models at school - same point is made by gay/lesbian/transgender students
- Emma has a physical disability. She is afraid to speak (participate) because her voice sounds ‘different’ and she is teased by the boys in class. Teachers need to be aware of these events and create classroom cultures that are respectful and supportive for all students.
- Adults can have power over children…important then for adults to check their assumption. In this case, the interactive and social foundations of earning and behaviour are not acknowledged. Clare is at risk as she is not known, not understood by the midwife. The midwife’s assumptions, translated into actions, could mean that Clare is unable ‘to fly’.
- Physical presence does not equal inclusion : The importance of teachers not assuming that because a disabled child is physically present in their centre, they will be benefitting from and experiencing an inclusive curriculum. Children experience the curriculum in different ways: Recognizing that different children experience the same curriculum in different ways. That the curriculum will suit and include some children better than others at any given time. Similarly it will exclude some children more than others. Cultural norms include some and exclude Others: Therefore issues around inclusion are on-going process rather than a destination to reach. Often the children and families that the curriculum caters best for are those who fit with dominant cultural norms and expectations. This leads to the necessity for teachers to continually remind ourselves about and revisit the basic tenets of our curriculum when it comes to ensuring the inclusion and learning of labeled/disabled children, and other children from non-dominant groups in our settings. Without critical reflection, we tend to take the way we do things for granted and can maintain exclusionary practices and situations without noticing what we are doing.
- Physical presence = inclusion All children experience the curriculum in the same way Inclusion is a destination to be reached
- Curriculum for all children This requires us to embed our practices related to all children within a philosophy and approach that is reflective of Te Whaariki . This includes how we approach our work with disabled/labeled children, their families and others who are involved in their education Curriculum as sum total of experiences… A key point here is that it is Te Whaariki should be guiding our planning and decision making around what happens in relation to all children and families in our settings. This is one of those things we take for granted and believe is happening for all children. However, there is quite a lot of research evidence demonstrating that not all children and families experience full access to a Te Whaariki -based curriculum.
- The aspirations, Principles and Strands of Te Whaariki need to underpin our philosophy and practices. They can be interpreted as ethical statements about our obligations to children, families and communities.
- Critical reflection The need to critically reflect on disabled children’s participation in ways that help us to notice, recognize and respond to barriers to disabled children’s learning and experiences of belonging Attitudes are the most significant barrier/enabler The most influential barriers to labeled children’s learning and participation are practices stemming from negative and deficit-based attitudes about disability (leading to things like uncritical acceptance of deficit views; unquestioned faith in and reliance on special education ‘experts’ who may not share the same beliefs and knowledge about disability and about early childhood education. Thinking about and treating disabled children differently/ and as a separate group within the group of all children). These deficit attitudes dominate in our society and this makes it all the more crucial that we engage in critical reflective practice around these issues Teachers as advocates for inclusion Taking full responsibility for and advocate for fully inclusive approaches to children’s learning and development (assessment, evaluation of teaching practices) within our settings Creating strong partnerships with families Working together to support and influence the child’s experience of belonging, learning and relationships in the centre Collaboration Jude will talk more about tensions between Te Whaariki and special education approaches and teachers roles in developing collaborative relationships with everyone involved.
- The head teacher plays a key role in defining these roles and ensuring all families feel they belong
- Not being able to speak is not the same as not having anything to say.
- What do adult disabled people say about what they want and need?
- Group home Special school Sheltered workshop creates = exclusion and isolation Disabled people don’t want to be separated from society, they want to be respected and part of the community, they want an ordinary life. Play we welcome your baby clip – farming family
- Family experiences with early childhood education both inclusive and excluding. What do families want and need from an early childhood service?
- Pose questions on the slide, ask group to note down responses to those questions as they watch the excerpt. Play dvd. Brainstorm responses to questions on slide.
- Welcome – unconditional, honest relationship Relationship with family and child – teachers respect, care about and enjoy my child To belong and contribute: rather then being seen as a drain on resources, needy, passive…Seeing our children as adding something to the centre Teachers who see and treat their child as a learner: A focus on interests, strengths and achievements, not milestones, deficits and what they cannot do Equitable rules, systems & access: For enrolment, attendance, time with teachers and to the curriculum Refer to these issues being themes in many of the readings. Based on NZ body of research interested in parents and teacher’s perceptions of disability and inclusion.
- Introduce then play farming family excerpt from NZDSA DVD ‘We welcome your baby’