Early Childhood Network 11 th September 2014. DETE - Restructure Early Childhood – State Schooling...
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Transcript of Early Childhood Network 11 th September 2014. DETE - Restructure Early Childhood – State Schooling...
Early Childhood Network
11th September 2014
DETE - Restructure
Early Childhood – State Schooling - Training
Director has 2 teams•Regulation and Compliance•Transition and partnerships
ECEC
1. Every family is supported by services that help meet their needs and abilities as child's first teacher
2. 2. Every child has access to quality early childhood care and programs
3. Every Queensland child attends a quality kindergarten program that helps develop lifelong learners
4. Every child in the first 3 years of formal schooling receives a quality education through appropriate play based inquiry
50% - Biography, Background, Socio-economic status
10% - School you attend
40% - Whose class? (Professor Peter Cuttance)
How do we obtain precision in the T&L process?
Response to Intervention
Response to Intervention
• Universals 80%
• Targeted Support 15%
• Intensive Support 5%
Tier 1 -High Quality Teaching
• High Expectations• Deep Knowledge• Targeted Teaching• Effective Feedback
Tier 2- Targeted Intervention
• Academic Capability• Personal Capability
Tier 3 – Case Management
• Individual Plans
DATA•ESP – Education Support Plan•SSSR – Student Support Provisions•IEP – Individual Education Plan•EAP – Education Adjustment Plan•FBA – Functional Behaviour Assessment•GO Assessment
DATA•Diagnostic Data•Level of Achievement
DATA•SWPBS•Data – Big 6, NAPLAN, LOA
Professional Learning•Griffith University•Disability Leadership Team•Specialist – HOSES / GO, etc.•Bridging the Language Gap•Professional Mentoring Teams•Staff Workshop/Presentations•Coaching•ET Toolkit•Classroom Observation•Profiling
Improved Student Outcomes
Adopted From PALLIC Project
Differentiation
• Curriculum
• Pedagogy
• Classroom Environment
Our Legal Framework
International LegislationUnited Nations Convention
on the Rights of People with a Disability 2008
Australian LegislationCommonwealth Disability Discrimination Act 1992
Disability Standards for Education 2005
Queensland State Legislation Disability Services Act 2006 Anti Discrimination Act 1991 Education (General Provisions) Act 2006
WH&S Act 2011
Disability as defined by DDA 1992
Physical•total or partial loss of a part of the body•the malfunction, malformation or disfigurement of a part the person’s body•the presence in the body of organisms causing disease or illness•the presence in the body or organisms capable of causing disease or illness
E.g. Cerebral palsy, Dyspraxia, Diabetes, Epilepsy
Cognitive• total or partial loss of the person’s bodily or mental
functions • a disorder or malfunction that results in the person
learning differently from a person without the disorder or malfunction
E.g. Downs Syndrome, FAS, Klinefelters syndrome
Angelmans syndrome, Phonological disorder, Stuttering, Language disorder, Learning disability, ADD/ADHD
Sensory
• total or partial loss of the person’s bodily or mental functions
• the malfunction, malformation or disfigurement of a part of the person’s body
E.g. Hearing impairment, Conductive hearing loss, Chronic otitis media, Vision impairment, Nystagmus,
Cortical vision impairment
Social / Emotional
• a disorder, illness or disease that affects a person’s thought processes, perception of reality, emotions or judgements or that results in disturbed behaviour
E.g. Anxiety Disorders, Oppositional defiant disorder, Depression, Reactive Attachment Disorder, Autism spectrum disorder adjustments are predominantly made for social-emotional support, Eating Disorders
Not a Disability but may require adjustments• abuse/neglect• domestic violence• out of home care• being a carer for a parent • English as an additional language or dialect• Absenteeism, transience, refugee, poverty.
Phases
• Institutionalisation
• Segregation (HI, VI – Non Government)
• Integration (80,s)
• Inclusivity (2000’s)
Context
1. National Partnership – $32 million + 16.8m2. Legislation (DDA 1992 & SDE 2005) 3. QSIL (Quality Schools – Inclusive Leadership)4. System and Regional Mandate5. Autonomy and school funding (2015 onwards)
6. T & L Audits
CCM Feedback from Schools
• Access to regional support is limited and decreasing.• HOSES are the key CCMs in mainstream settings.
Overload issues are common• Schools are engaging a diverse range of personnel in
CCM processes• Inconsistency of staffing and quality practices of
external stakeholders working with schools• GO dependency for CCM in small schools
• CCM processes vary significantly • CCM processes in Spec Schools are generally
effective however record keeping and student transience is problematic
• Most directed Spec School placements are the product of no or very little CCM of students in mainstream settings
CCM Feedback from Special Schools
CCM Feedback from Regions
• Inconsistent school record keeping processes around CCM
• Transient CCM students get lost in the system• Beginner / acting principals need more
support/training around CCM• Growing CCM pressures around small town (-1000)
school communities.• GOs/PEOs spending increasing amounts of time
stepping into emergent school CCM responsibilities.
• Inconsistent school record keeping processes around CCM
• Transient CCM students get lost in the system• Beginner / acting principals need more
support/training around CCM• Growing CCM pressures around small town (-1000)
school communities.• GOs/PEOs spending increasing amounts of time
stepping into emergent school CCM responsibilities.
Disability Standards for Education (DSE)
1. Enrolment
2. Participation
3. Development & delivery of accredited curriculum
4. Organisation & delivery of support services
5. Elimination of harrassment & victimisation
Benefits of Inclusivity• Acceptance and appreciation of diversity.• Establish strong friendships that otherwise not be
possible.• Development of skills to work with people with a disability.• Many teaching strategies that benefit students with a
disability are meaningful to others. (ET – Archer and Hughes.)
• The experience will assist students, as adults, if they have a vulnerable child or student with a disability.
Rubric – Diagnostic Inventory
• Organisation, Ethos and Environment
• School Policies and Practices
• Curriculum and Programs
• Interactions with Community / Stakeholders