ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.
Practices can sometimes unintentionally limit children’s inclusion in education and care services. If vulnerable children and their families are not considered and supported, it can result in children not enrolling in a service.
Inclusion is broader than considering children with additional needs. It’s also about being inclusive of different family compositions as well as refugee, Culturally and Linguistically Diverse (CALD) and Aboriginal and Torres Strait Islander children and families. Inclusive practice is acknowledging, respecting and valuing diversity and recognising the opportunities to learn from each other through meaningful participation.
The Early Years Learning Framework and the Framework for School Age Care assist educators in providing opportunities for all children through a strength-based approach focusing on all children’s strengths, skills and capabilities and promoting each child’s learning and development.
Promoting inclusive programs and practices requires a commitment to continuous improvement and the confidence to ensure all children’s experiences are recognised. Quality Improvement Plans (QIP) and Inclusion Improvement Plans (IIP) are useful planning tools involving self-assessment and goal setting for continuous improvement. The IIP is a valuable self-assessment tool for reflecting on your service being ‘inclusion ready’. Both can inform each other and reduce duplication.
KU Children’s Services, as the National Inclusion Support Subsidy Provider (NISSP), has developed some helpful resources that focus on critical reflection, problem solving and planning. The videos and tip sheets are designed to support educators to be proactive and take ownership of both the QIP and IIP.
You might like to consider the following questions when critically reflecting on inclusive practice:
- Is the service welcoming, accessible and responsive to the diverse range of children and families in the community?
- What links are established and maintained to understand community needs and access resources?
- Are educators intentional in scaffolding learning in group play?
- How are children’s peers involved in inclusion?
- Are physical and human resources adapted and used flexibly to support every child (regardless of abilities, needs and interests) to achieve maximum participation in all routines, transitions and learning opportunities?
- How are educators supporting children’s social and functioning skills with a particular focus on supporting transitions?
- How is the orientation process adapted according to the needs of each child and family?
- Does the service know and acknowledge the traditional owners of the land?
- Has the service considered developing a Reconciliation Action Plan (RAP)?