early childhood network 11 th september 2014 n.
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Early Childhood Network 11 th September 2014

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Early Childhood Network 11 th September 2014

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  1. Early Childhood Network 11th September 2014

  2. DETE - Restructure Early Childhood – State Schooling - Training Director has 2 teams • Regulation and Compliance • Transition and partnerships

  3. ECEC • Every family is supported by services that help meet their needs and abilities as child's first teacher • 2. Every child has access to quality early childhood care and programs • Every Queensland child attends a quality kindergarten program that helps develop lifelong learners • Every child in the first 3 years of formal schooling receives a quality education through appropriate play based inquiry

  4. 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?

  5. Response to Intervention

  6. Response to Intervention • Universals 80% • Targeted Support 15% • Intensive Support 5%

  7. Tier 1 -High Quality Teaching • High Expectations • Deep Knowledge • Targeted Teaching • Effective Feedback

  8. Tier 2- Targeted Intervention • Academic Capability • Personal Capability

  9. Tier 3 – Case Management • Individual Plans

  10. Improved Student Outcomes • DATA • ESP – Education Support Plan • SSSR – Student Support Provisions • IEP – Individual Education Plan • EAP – Education Adjustment Plan • FBA – Functional Behaviour Assessment • GO Assessment • 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 • DATA • Diagnostic Data • Level of Achievement • DATA • SWPBS • Data – Big 6, NAPLAN, LOA Adopted From PALLIC Project

  11. Differentiation • Curriculum • Pedagogy • Classroom Environment

  12. Our Legal Framework International Legislation United Nations Convention on the Rights of People with a Disability 2008 Australian Legislation Commonwealth 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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.

  18. Phases • Institutionalisation • Segregation (HI, VI – Non Government) • Integration (80,s) • Inclusivity (2000’s)

  19. Context • National Partnership – $32 million + 16.8m • Legislation (DDA 1992 & SDE 2005) • QSIL (Quality Schools – Inclusive Leadership) • System and Regional Mandate • Autonomy and school funding (2015 onwards) • T & L Audits

  20. 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

  21. CCM Feedback from Special 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

  22. 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.

  23. Disability Standards for Education (DSE) • Enrolment • Participation • Development & delivery of accredited curriculum • Organisation & delivery of support services • Elimination of harrassment & victimisation

  24. 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.

  25. Rubric – Diagnostic Inventory • Organisation, Ethos and Environment • School Policies and Practices • Curriculum and Programs • Interactions with Community / Stakeholders