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: EvidenceBased 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
AUSTRALIA
Founders: Pilgrims
Founders: Convicts
Purpose: Selfimprovement
Purpose: Avoid getting
caught
Better oneself
Stick with your mates
Measures of performance Don’t let boss know
Self Improvement
Tall poppy syndrome
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Shared Vision:
Joint Statement on Inclusion
USA
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
ECIA
Rights of the child
• Convention on the
Rights of Persons
with a Disability
• Statements on
Inclusion in
mainstream
education
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Joint Statement: Principles
ECA
ECIA
Best interests of
child
Social Inclusion
Diversity
Equity
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
•EvidenceEvidence 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?