So I’ve got one of those: supporting the rights of children with special needs
So, I’ve got one of those: supporting the rights of children with special needs
‘Every child deserves a champion’ - Inclusive practices and an understanding of how to successfully engage in them can affect dramatic changes in a child’s and family’s life. All children have the right to an equitable and genuine curriculum based on professional reflective practices and honest engagement. What are our true understandings of children’s potential and passions? How can we understand what the child is telling us through their actions? What’s in a label? What is the current research and theories around inclusive pedagogy? And, are we using intentional teaching practices that support children, families and educators to achieve highly successful outcomes in our daily practice.
This workshop provides a reflective space to consider our understanding of inclusion, our inclusive practice and our work and engagement with others with respect to working with children with special rights.
More specifically, during the workshop we will:
- Discuss inclusion terminologies
- Underpin inclusion principles and investigate what inclusion looks like in practice
- Look into the challenges involved in practical every day experiences
- Examine inclusion in association with the National Quality Framework
- Explore practical inclusive strategies for educators to use and/or adapt
- Recommend parent-professional collaboration as a basis to support inclusion
- Promote sharing of information and working with others to improve inclusive practice
Upon completion of this workshop, you will be able to:
- Define key terms, including inclusion and integration, and what this looks like in practice
- Apply the principles of best practice in inclusion when developing and delivering programs in the educational setting
- Appreciate the changing context of inclusion and discuss the various attitudes and perceptions around social and educational inclusion
- Enhance social and educational inclusion practices through focusing on improving accessibility, opportunity and dignity
- Advocate for inclusion for all children, regardless of their ethnicity, gender, faith, socio-economic status or ability
THE AUSTRALIAN PROFESSIONAL TEACHING STANDARDS
NSW: Completing this course – So, I’ve Got One of Those will contribute 6 hours of NESA Registered PD addressing: APTS 4.1.2, 6.3.2, 6.4.2 & 7.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Other States: Completing this course – So, I’ve Got One of Those (6 hours) may be used as Teacher Identified Professional Development/Learning addressing: APTS 4.1.2, 6.3.2, 6.4.2 & 7.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation.
AUSTRALIAN PROFESSIONAL TEACHING STANDARD DESCRIPTORS
- APTS 4.1.2: Establish and implement inclusive and positive interactions to engage and support all students in classroom activities
- APTS 6.3.2: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice APTS 6.4.2: Undertake professional learning programs designed to address identified student learning needs
- APTS 7.2.2: Understand the implications and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes
THE NATIONAL QUALITY STANDARD
This course aligns with:
- QA 1.1.2: Each child’s current information, strengths, ideas, culture, abilities and interests are the foundation of the program
- QA 3.1.1: Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including the access of every child
- QA 5.1.1: Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included
- QA 5.1.2: The dignity and rights of every child are maintained
- QA 6.1: Respectful relationships with families are developed and maintained and families are supported in their parenting role
- QA 6.2.2 Effective partnerships support children’s access, inclusion and participation in the program.
- QA 6.2.3 The service builds relationships and engages with the local community
|Regional Conference||Register interest|
|Aboriginal perspectives in early childhood education: But where do I begin?||03 May|
|What is it about Reggio?: More than light tables and mirrors!||Register interest|
|Way out west educational tour||Register interest|