sue lewis broughton - effective inclusion in the pre-school years

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Delivered in the PORA seminar 2012 12 09

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  • 1. ( ) Effective Inclusion in the pre school years(and beyond) Sue Lewis Broughton Mary Hare/ Oxford Brookes University
  • 2. - Aims , To consider what inclusion means for pre school children , To identify features that contribute towards the feeling of inclusion , To consider how we might evaluate a setting and its appropriateness as a placement for a deaf child
  • 3. ? Inclusion in what? Society The local community The home ( ) .The starting point has to be how well is the child included at home
  • 4. - Young people who are deaf tell us They want to live ordinary lives , , This means doing the sorts of things everyone else does if they want to , , , , On equal terms, as equals being there as of right, with as much independence as possible not being let in
  • 5. What do families tell us they need (Early Support 2004) : Information Resources Confidence , , The interesting thing is this is exactly what practitioners in early years and school settings also say
  • 6. , This means that everyone must Have a shared vision of what is possible understand and works towards - - , , - the familys vision and ambitions for this child - putting into place what needs to be put into place to secure that vision, By making sure that - everyones responsibilities towards fulfilling that vision are clear and they work within it Someone checks it is happening
  • 7. Professionals must , , Work with the family, providing them with information and building on their strengths so that families can make the decisions they need to Respect the culture and beliefs of the family and work within them -unique and diverse , , Ensure that the family have access to the expertise and resources they need to support their child , Have up to date training and skills relevant to the disability of the child and the child and family needs Work within the family vision and personalised plan for the child review achieved this regularly jointly with the family a single plan through joint assessment
  • 8. - In summary There has to be a plan This has to be drawn up with and led by the family wishes , , It must be reviewed what is working and what is not , , All practitioners must work within it
  • 9. , : It is a three pronged attack and it starts early. It is about , , , Optimising the childs skills language, thinking, social, independence , , Influencing the environment including the attitudes of others expectations, technology ( ) Skilling up (capacity building) families and practitioners
  • 10. : Inclusion in the family :Working with families strengths. In England we have a tradition of home visiting teachers of the deaf this enables Families strengths and challenges to be known ( ), Advice to be relevant to how this family live their lives (so the child can be included in this) and its extended family , , Technology to be provided, fitted and used to take account of and enable this
  • 11. Supporting family confidence Providing information and supporting family skills through ongoing training and support Enabling feeling of growth and development helping them to recognise and share their understanding of their childs learning (The monitoring protocol for deaf babies and children, DFES 2005)
  • 12. - In the home , ? Are expectations about behaviour similar to those for other children in the family? , ? Is the child allowed the same rights but also the same responsibilities as any other child? , Is he included in and kept in touch with what is going to happen
  • 13. , , .Educational placement is to do with finding the right setting for thechild the setting in which each child will be happy and achieveoptimally not just cope.
  • 14. Advantages of an Inclusive setting , There is a strong motivation to communicate with the peer group; normal language surrounds the child Interests and activities are age appropriate Teacher skills and classroom experiences are motivating and relevant to the age group There are normal expectations of behaviour - , ! Someone there will be interested in the same sort of things as me! , The child sees himself as a child first , Other children are more accepting of the child as a person like themselves, yet one who wears hearing aids/ CI
  • 15. , : Mainstream settings work if:- , The childs potential is seen as not being limited by the hearing impairment. , An personal educational learning plan is in place and reviewed. , There is an ongoing monitoring of the childs development, including their language development and thinking skills. , , The child is supported to develop as an independent learner who maximises their own strengths, asks their own questions and takes advantage of all opportunities as they arise. , Any support available is directed towards this and ensures that learned helplessness does not happen , , , This means a clear and identified role for any additional support that the child is offered including what it is meant to achieve
  • 16. This is where the audit tool might help , Setting up the placement Evaluating whether the placement is working and why
  • 17. : Setting up the placement; starting points are the same however old the child is ? How well have we prepared the placement? ? How well have we prepared the family for their role? ? How well have we prepared the child?
  • 18. Audit Tool how inclusive is the setting? How well have we In place Partially Not inprepared it? on Place placeDoes the setting have a policy statement inrelation to inclusive practice?Have staff at the setting undertaken training oninclusive practice particularly in relation to theneeds of a child/ children with hearing impairment?Have all setting staff received basic training in relationto the needs of a child/ children with hearingimpairment?Has a member of staff been nominated /appointed asthe support worker for the child/ children with hearingimpairment and liaison point with families?If a member of staff has been nominated /appointed tosupport the child/ children with hearing impairment has he/she received detailed training in relation to themanagement of a child with hearing impairment?
  • 19. ? ? ? , ? ? - - () ? - , ?
  • 20. Once the child is there
  • 21. In place Partially Not in on Place placeAudit Tool continued once the child is thereDo staff/ the nominated member of staff know how tocheck the hearing aids/ Cochlear implants and FMsystems confidently? is it happening?Do staff know what the hearing aid settings are?Do they check?Are hearing aids / CI checked at least twice a day in thesetting?Is the function of the FM checked daily in the setting?Has guidance been given on the use of the hearing aids/Cochlear implants and FM systems?Does the child have a support plan agreed with the externalsupport agencies( e.g. Teacher of the deaf) and parents?How? Is it being worked to and delivered?Is the childs progress and support plan