Making inclusion happen in early childhood setting: Excepts from success stories

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Full reference
Moffat, T.K. (2017).  Making inclusion happen in early childhood settings: Excepts from success stories.  NZ International Research in Early Childhood Education Journal, 20(1), 59-68. 

Original Research Paper

 

Making inclusion happen in early childhood setting: Excepts from success stories

Thecla Kudakwashe Moffat
Ministry Of Education, NZ

Abstract

This paper explores families’/whānau and teachers’/kaiako perspectives and practices of inclusion in two early childhood education settings in Aotearoa. Purposive sampling was used to select the settings on the basis of their Education Review Office (ERO) report which identified them as inclusive. A mixed method approach (Newman, Newman & Newman, 2011) was used to find out how these two ECE settings met children’s individual education needs. Qualitative and quantitative data collection methods were used in this study which included questionnaires, focus group interviews, documentation analysis and observations. Centre philosophies and policy documents were analysed. The findings revealed that inclusion can be a success in early childhood education if well managed. Meeting the needs of individual tamariki and their whānau was a measure of successful inclusion. It was concluded that inclusive education includes the following: working in partnership with whānau, collaboration and communication, the quality of teacher-child interaction and having an inclusive philosophy, curriculum, clear set policies and procedures for kaiako. The attitudes of the partners in an early childhood setting also define what happens in it. The successes are highlighted, so that other educational services across sectors may learn from them.

Key words: Inclusion; child needs; partnership; communication; inclusive education.

 

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