“Inclusion is about participation”
“Inclusion is a process. That
is to say, inclusion has to be seen as a never-ending search to find better
ways of responding to diversity. It is about learning how to live with
difference, and, learning how to learn from difference. In this way differences
come to be seen more positively as a stimulus for fostering learning, amongst
children and adults”. (Ainscow & Miles, 2009)p.2
Our
kindergarten is a place of learning for all children. Since children bring with
them their own kete of learning, knowledge, skills, cultural and social
influences, their own characteristics, we as teachers are mindful of children
being individual learners with a right to belong. Inclusion for us is not simply
about “enrolment” and “presence”, it is about children’s participation and the
unique contribution they make to our learning community. Participation for us is about
the quality of their learning.
Our philosophy at Glamorgan
Kindergarten states:
“We believe that children are citizens who
are part of our community and as such have a right to a welcoming, safe,
stimulating, affirming and challenging environment that allows them to develop
at their own pace”
“Te Whāriki is designed to be
inclusive and appropriate for all children and anticipates that special needs
will be met as children learn together in all kinds of early childhood
education settings. The programmes of each centre will incorporate strategies
to fully include children with special needs.” (Ministry of Education, 1996)p. 11
Our curriculum is based on four overarching principles:
Relationships, Empowerment, Holistic Development, and Family and Community.
Inclusive practice begins with a belief that all children are
capable and confident learners. Children with special needs may need additional
processes in place to facilitate their participation.
At Glamorgan Kindergarten we work collaboratively with parents
and other professionals to ensure that children with special needs are
supported to participate, learn, develop, practice and form positive relationships.
How do we do this?
Building strong relationships with you, your family, whānau and
child is central to our practice. We have an open door policy and invite you to
talk, discuss, express concerns, celebrate successes, share your strategies,
and enable us to gain an insight into your world. We spend time with your child
and get to know his or her strengths and interests. We devote time during our
weekly meetings to discuss your child’s learning journey. We document learning
and participation through learning stories which will be placed in your child’s
portfolio. You are invited to contribute to the portfolio as well.
Your child will be supported to participate in all aspects of
the programme. We include consistent routines where children’s independence and
self-care is encouraged. We also have plenty of time for play opportunities,
where teachers work alongside children to scaffold and extend their learning.
We model inclusive and affirming language which encourages other children to
exhibit positive attitudes towards children who may need extra support in
social situations. Our environment is set up so that children can freely
explore and make choices. Should adaptations in the environment be necessary to
accommodate your child’s ability to explore, we will do our best to provide
that. In other words, we will be mindful of how we can remove barriers to
learning and participation.
Individual Programmes (IP’s) are developed for your child in in
partnership with you, teachers and key intervention professionals. These plans
are reviewed and revised collaboratively.
Transitions into the kindergarten and later on to school are
planned. They involve you and your family, your child, professionals working
with your family and teachers.
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