POLICY CONTENT

Supporting children with additional needs requires educators to expand upon the strategies they already use in providing quality education and care for children. It is imperative for educators to develop a comprehensive understanding of each child’s interests and abilities and implement an inclusive and equitable learning environment that supports their individual needs. Inclusion is stipulated in the Early Years Learning Framework as "taking into account all children’s social and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances, and geographical location) in curriculum decision-making processes," Belonging, Being, and Becoming (2009), p. 45. 

Our school will collaborate with families and other professionals to ensure that children with special needs have access to and participation in learning activities in order to achieve positive learning outcomes. 

NATIONAL QUALITY STANDARDS  (NQS)

 

QUALITY AREA 1: Educational Program & Practice

1.1.1

Approved learning framework

Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners, and effectiveness as communicators.

QUALITY AREA 3: Physical Environment

3.1	Design	The design of the facilities is appropriate for operating a school.
3.1.1	Fit for purpose	Outdoor and indoor spaces, buildings, fixtures, and fittings are suitable for their purpose, including supporting the access of every child.
3.2.1	Inclusive environment	Outdoor and indoor spaces are organized and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.
3.2.2	Resources support play-based learning	Resources, materials, and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.

QUALITY AREA 5: Relationships with Children

5.1	Relationships between educators and children	Respectful and equitable relationships are maintained with each child.
5.1.1	Positive educator to child interactions	Responsive and meaningful interactions build trusting relationships that engage and support each child to feel secure, confident, and included.
5.1.2	Dignity and rights of the child	The dignity and rights of every child are maintained.

QUALITY AREA 6: Collaborative Partnerships with Families and Communities

6.1	Supportive relationships with families	Respectful relationships with families are developed and maintained, and families are supported in their parenting roles.
6.1.1	Engagement with the School	Families are supported from enrolment to be involved in the School and contribute to School decisions.
6.1.2	Parent views are respected	The expertise, culture, values, and beliefs of families are respected, and families share in decision-making about their child’s learning and wellbeing.
6.2	Collaborative Partnerships	Collaborative partnerships enhance children’s inclusion, learning, and wellbeing.
6.2.2	Access and participation	Effective partnerships support children's access, inclusion, and participation in the program.

 

PURPOSE

to respond to each child, despite their additional needs and abilities. We aim to provide a supportive and inclusive environment that sanctions each child's participation in their education and care at the school. Educators will remain encouraging, unprejudiced, and supportive, ensuring that all children are treated equally and fairly and can grow and develop to their individual potential. 
 

SCOPE

This policy applies to children, families, staff, management, and visitors to the school. 
According to the Inclusion Support Program Guideline (Australian Department of Education, Skills and Employment), March 2020, there is no national definition of "additional needs." This term is used within the policy to describe children who may need or require specific considerations or adaptations to participate fully in our Early Childhood Education and Care School. 
 
Additional needs may include children who: 

• have a diagnosed disability or developmental delay- physical, sensory, intellectual, or autism spectrum disorder 
• are presenting with challenging behaviours and/or behavioural or psychological disorders 
• have a serious medical or health condition 
• are presenting with trauma-related behaviours 
• are Aboriginal or Torres Strait Islanders 
• are recent arrivals in Australia 
• have a culturally and linguistically diverse background 
• live in isolated geographic locations 
• are experiencing difficult family circumstances or stress 
• are at risk of abuse or neglect 
• are experiencing language and communication difficulties 
• have learning difficulties 
• are gifted or have special talents 
• have other extra support needs

Additional needs may be temporary or permanent and have diverse origins, which require different responses. Supporting children with additional needs enables them to have equitable access to resources and participation. This can lead to stronger skills in literacy and numeracy, social and emotional development, and an understanding of diversity. Strategies for supporting children with additional needs can differ significantly because every child is unique. 
 

IMPLEMENTATION 

INCLUSION SUPPORT PROGRAM (ISP)

To help provide an inclusive environment for children with additional needs, our school may apply for additional support through the Inclusion Support Program (ISP) if the eligibility requirements are met. 
 
The Nominated Supervisors and educators will refer to the inclusion support guidelines and consult with families to submit an application. The objectives of the Inclusion Support Program include the following: 

• supporting Early Childhood Education and Care Services to increase their capacity and capability to provide quality inclusive practices for all children 
• to address access and participation barriers 
• support the inclusion of children with additional needs 
• provide parents or carers of children with additional needs with access to appropriate ECEC services 

HIGH POTENTIAL AND GIFTED CHILDREN

Our School will collaborate with families to support the needs of high-potential and gifted children. We will: 

• respect the uniqueness of each child 
• acknowledge the characteristics of high potential and gifted children 
• be sensitive to the social-emotional needs of gifted children and assist them to feel a sense of belonging 
• develop our capacity to cater for the needs of gifted children through professional development 
• support children’s transition to school 
• assist educators cater for gifted children who also have a disability- ‘Twice Exceptional’ children

 

ENHANCED TRANSITION TO SCHOOL PLANNING

Our School will promote and support enhanced transition to School programs for children with additional needs by: 

• starting the planning for transition to school aged care early 
• liaising with key people at the School and other support services to ensure key dates for applications for support are noted 
• sharing information about the child’s strengths and completing Transition to School Statements 
• supporting reciprocal visits to strengthen the transition to School for children and families 
• provide continuity of learning between our School and the community

 Families will:

• work collaboratively with our School
• share information about their child’s specific needs- their interests, things they do well, strategies that are used at home to support their child, identify routines or situations that may cause physical or emotional challenges 
• provide accurate information about their child’s additional needs including relevant reports, documentation, NDIS plans, details about support services and other allied professionals 
• help to identify possible barriers for inclusion and reasonable adjustments that may be required 
• consent to our School accessing external professional support if required to assist educators manage the diagnosed, or undiagnosed additional needs of their child 
• collaborate with external professional support agencies and educators to implement plans to support inclusion 
• provide written consent for information about their child to be shared on the IS Portal if accessing support under the Inclusion Support Program 
• adhere to our policies that should the safety of other children and staff be compromised enrolment may be suspended or terminated

GOVERNANCE

Management/Nominated Supervisor will ensure :

• completed enrolment forms are used to gather information about children’s additional needs 
• equitable access is provided to support children with additional needs 
• communication with families is consistent and supportive 
• they thoroughly understand the NDIS plan for each child (if applicable) and assist to help achieve goals and build skills and independence 
• they contact their local Inclusion Agency to access information and support about the Inclusion Support Program 
• they develop a Strategic Inclusion Plan in collaboration with the Inclusion Agency which will identify any barriers preventing a child’s inclusion and implement strategies for improvement 
• they seek assistance, training, and where possible, financial funding from inclusive support agencies to promote the development of skills in children with identified additional needs 
• educators are meeting the needs of each individual child, by providing educators with targeted professional development and opportunities to network with professional agencies 
• they access the Inclusion Support Portal (IS Portal) through PRODA 
• parents provide written consent for information about their child to be shared on the IS Portal if accessing support under the Inclusion Support Program 
• families are encouraged to meet with the educators who will be working with the child to ensure an understanding of the child’s needs, appropriate methods for communication, and to ascertain that suitable resources and support is provided to both the family and the child 
• the School works in partnership with Early Childhood Intervention (ECI) professionals, allied health professionals and families to verify the educational program and learning environment is inclusive for each child with additional needs, including children and families from culturally diverse backgrounds 
• specific plans and programs provided by external resource providers and professionals for children with additional needs are shared with educators and copies filed in the child’s individual record 
• children are encouraged to feel safe and secure during their education and care at the School by developing trusting relationships with educators, other children, and the community. 
• inclusive strategies and practices are embedded in the delivery of quality education and care 
• the privacy and confidentiality for children and families is maintained 
• the indoor and outdoor environment and equipment is designed or adapted to ensure access and participation for all children, supporting the inclusion of children with additional needs. This may include the use of: 
  • portable ramps 
  • use of standing frames and support swings 
  • specialised inclusion toys such as sensory or switch toys 
  • specialised furniture such as chairs, tables and positioning equipment 
  • communication charts and Auslan dictionaries 
  • resources and books in languages other than English to support Indigenous children and children from linguistically diverse backgrounds 
• the program and curriculum are inclusive and meet the individual needs of children with additional needs, disability or developmental delay
• children’s sensory sensitivities to pressure, texture, smell, noise, or colour is considered within the environment

 

Educators will: 

• treat children equally and fairly and with respect 
• create an inclusive program, which is adaptable and supportive of all children 
• advocate for children’s rights 
• conduct specific observations on the individual child, outlining their interests, strengths, and developmental needs to support programming including open ended learning opportunities 
• meet with families of children with additional needs to familiarise themselves with the specific communication needs of each child
• communication could include verbal and non-verbal communication skills and cues and may necessitate the use of systems such as sign language, use of images, and/or learning key words in the child’s home language 
• establish a means for frequent communication with parents of children with additional needs through a communication book, verbal daily information exchanges, and/or formal and informal meetings 
• work with all families to meet children’s developmental needs to build strengths and capabilities 
• develop an Inclusion Support Plan (ISP) in collaboration with Inclusion Agency professionals, Early Childhood Intervention (ECI) professionals, other allied health professionals and parents for each child 
• work with other professionals who play a role in supporting the child’s development 
• create a flexible environment, which can be adapted to each child’s needs within the School to support the inclusion of children with additional needs 
• implement programming experiences and activities, that are inclusive for all children to access, explore and participate 
• listen carefully to all children’s concerns and discuss issues of inclusion and exclusion, and fair and unfair behavior 
• act as role models by displaying behavior and language, being consistently aware of and responsive to children who may require additional support, attention, or assistance 
• discuss a wide range of emotions, thoughts, and views constructively with the children within a supportive environment 
• not judge or compare one child’s development with another 
• talk to children about differences and acceptance 
• provide opportunities for all children to play and learn together, promoting cooperative, caring, and social behaviours

 

SOURCE

The Australian Children’s Education and Care Quality Authority (2014). 
The Australian Government Department of Education, Skills, and Employment (2009), "Belonging, Being, and Becoming: The Early Years Learning Framework for Australia." 
Australian Government Department of Education, Skills and Employment (2014) Continuity of Learning: A resource to support effective transition to school and school aged care. 
Australian Government Department of Education, Skills and Employment (2020) Inclusion Support Program (ISP) 
Catholic Education Office Melbourne (2013) Gifted and Talented Students A Resource Guide for Teachers in Victorian Catholic Schools 
Early Childhood Australia Code of Ethics. (2016). 
Early Childhood Australia (ECA) and Early Childhood Intervention Australia (ECIA) (2012). Position statement on the inclusion of children with disabilities in early childhood education and care earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/EC... 
Early Childhood Intervention Australia National Guidelines for Best Practice in Early Childhood Intervention 
Education and Care Services National Law Act 2010 (Amended 2018). 
Education and Care Services National Regulations (2011).      
A Guide to the Education and Care Services National Law and the Education and Care Services National Regulations (2017). 
Guide to the National Quality Framework (2017). (amended 2020). 
New South Wales Department of Education, High Potential and Gifted Education Policy (2019). 
Raising Children: Supporting Gifted and Talented Learning raisingchildren.net.au/preschoolers/play-learning/gi... 
Revised National Quality Standard (2018).