Research on family and whānau and teacher perspectives and practices of inclusion in early childhood education settings in Aotearoa NZ.
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.
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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.
Introduction
Inclusion of tamariki/children with disabilities, or any diverse need, is of paramount importance in early childhood education (ECE). With immense pressure from researchers and advocates of inclusion, New Zealand now has legislation which supports the inclusion of all children regardless of their dis/abilities in their local early childhood settings (Ministry of Education, 1996; Education Early Childhood Services Regulations, 2008). It is on the basis of this legislation that more settings are now including children with complex diverse needs. However, it is important to note that not all centres are ready to include children with complex needs. Purdue, Gordon-Burns, Rarere-Briggs, Stark and Turnock (2011) have found that some ECE setting will make excuses or unreasonable demands such as a condition that a child attend ECE only for the hours the child is supported by an Education Support Worker (ESW). It is the negative attitude of the society towards difference which seems to be the biggest challenge towards the inclusion of all children with complex needs (Macartney, 2012). Botany Downs Kindergarten Centre Of Innovation has proved that inclusion can be a success in early childhood when teachers have the right attitudes (Glass, Baker, Ellis, Bernstone & Hagan, 2009). While Glass et al, focused on one specific kindergarten this research was based on two different ECE centres.
