| 1 | School Director, Pedagogista and/or Head of Studios to meet with the family who have indicated their child has a medical condition, disability or additional support needs | |
| 2 | Gather information provided by families and other support professionals who are working with the child, including psychologists, early intervention specialists, social workers and speech or occupational therapists to plan for any adjustments required at the Service to promote high quality inclusion. | |
| 3 | Introduce relevant Studio Lead and explain their role (first point of contact) Studio lead and School Director, Pedagogista and/or Head of Studios organise formal meetings with families to gain information about the strategies that support their child’s learning in the home environment | |
| 4 | Studio Lead and head of studios to help assist the studio lead to work 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 background | |
| 5 | Studio Lead to ensure 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. Studio lead alongside Head of Studios and/or Pedagogista to collaborate with families to develop an Inclusion Support Plan (ISP) in collaboration with Early Childhood Intervention (ECI) professionals, other allied health professionals and parents for each child. This is named a 'well-being plan' Located in canva. | |
| 5 | Studio Lead to create plan for a supported transition to early education and care with the family and other support persons. Additional visits and/or reduced hours may be negotiated to assist in the orientation process; additional orientations may be arranged at the Studio Lead and the child's Families discretion. |
| 1 | Support educators by developing a coordinated and supported orientation to the Service for each child, additional orientations may be arranged at the Studio Lead and the child's Families discretion. | |
| 2 | Share knowledge about the specific needs of each child to assist in adapting the curriculum to support an effective and positive orientation/transition with the Studio Lead. This may include providing information about verbal and non-verbal communication skills and cues; use of a communication book; verbal daily information exchange with families; formal and informal meetings; understanding of support services including early intervention services, health or therapy services. Document any relevant information, strategies or adjustments in the child's well-being plan. | |
| 3 | Through observation refer to the Inclusion Support Guidelines and consult with families to submit an application if additional support or training is required. | |
| 4 | collaborate with families to develop an Inclusion Support Plan (ISP) in collaboration with Early Childhood Intervention (ECI) professionals, other allied health professionals and parents for each child, this is located in Canva under 'Wellbeing plans' | |
| All Educators will: | ||
| 1 | conduct specific observations on the individual child to learn about their strengths, interests and abilities | |
| 2 | Provide an environment that supports meaningful positive relationships and friendships | |
| 3 | Access external information from professional support services to support high quality inclusion of children | |
| 4 | Be provided with access to ongoing professional development and support to enhance their understanding of the provision of education and care for children with disability and additional needs | |
| 5 | The Studio Lead will maintain ongoing communication with families by regularly reviewing each child’s wellbeing plan, assessing progress, and identifying any additional resources or support that may be required to ensure holistic development and care | |
| 6 | Work with local schools to support a high-quality and positive transition to school | |
| 7 | collaborate with families to share information with schools to support continuity of learning for their child | |
| 8 | Use intentional teaching that is interactive, purposeful and thoughtful and recognises the individual needs of each child | |
| 9 | remain encouraging, unprejudiced and supportive, ensuring that all children are treated equally and fairly and have the opportunity to grow and develop to their individual potential | |
| Families will: | ||
| 10 | be encouraged update the Studio Lead with information throughout the year, promoting the continuity of education and care for each child | |
Educators will:
1 support families and local schools to support a high-quality and positive transition to school
2 collaborate with families to share information with schools to support continuity of learning for their child