Introduction to Inclusive Education

Unit 1 – Support inclusion and diversity

• Reflect on values and biases
• Life experiences
• Values, beliefs and attitudes
• Impact of life experiences
• Interactions and relationships with people from different backgrounds
• Self-awareness of your behaviours
• Inclusive practices
• Different aspects of diversity and inclusion
• Policies and the NQF
• Communication techniques
• Modelling appropriate behaviours
• Ethical and inclusive interactions
• Engagement and participation
• Encourage and promote participation
• Inclusive work practices
• Supporting cultural, gender, ability and other forms of safety
• Building on diverse backgrounds of children and families
• Teaching children about similarities and differences
• Being the same
• Sharing differences
• Knowing and being
• EYLF principles
• Engaging children in collaborative discussions
• Respectful and equal relations
• Observe children’s interactions and participation
• Identify and communicate needs for additional support
• Supporting children specific needs

Unit 2 – Implement strategies for the inclusion of all children

• Curriculum decisions that promote inclusion
• National Quality Framework (NQF)
• Belief in children’s capacity to succeed
• Positive expectations and challenging bias
• Interacting with families and children
• Understanding inclusive practice at a leadership level
• Practical, pedagogical, legal and ethical considerations
• Support all children to participate meaningfully
• Role modelling inclusion and respect for diversity
• Pro-active communication
• Reflecting on practices
• Recognising and investigating barriers to learning
• Intrinsic and extrinsic barriers to learning
  • Anxiety
  • Autism
  • ADHD
  • Auditory processing disorders
  • Cerebral Palsy
  • Epilepsy
  • Expressive language disorder
  • Giftedness
  • Hearing or vision impairment
  • Oppositional Defiant Disorder
  • Sensory integration dysfunction
  • Trauma or abuse
  • Visual processing disorder
• Using data to understand learning barriers
• Developing a holistic understanding of each child’s needs
• Develop individual support and inclusion plans
  • Adaptations to facilitate inclusion
  • Adapting the curriculum
  • Additional support
  • Adapting indoor and outdoor equipment
  • Adapting routines
  • Implementing adaptions
• Supporting the child’s and family’s entry into the service
• Preparing other staff, children and other families
• Supporting child on arrival
• Regularly assess and adjust level of support
• Adjusting support and inclusion plans
• Implement agreed strategies
• Supporting colleagues, other children and families
• Exchanging information with other regarding a child’s needs
• Responding to children’s daily need
• Seeking assistance when required
• Specialist equipment
• Monitoring each child’s progress
• Identifying barriers
• Trialling alternative strategies
• Issues of concern
• Gain family permission before consulting others
• Incorporating strategies proposed by others
• Ensure communication is culturally and linguistically responsive
• Monitoring new strategies and impact on child
• Evaluation outcomes