Botany Downs Kindergarten: Inclusion at Botany Downs Kindergarten Centre of Innovation 2006-08 Publications
Publication Details
The Centre of Innovation (COI) research shared in this report focuses on inclusion in an early childhood education centre, Botany Downs Kindergarten (BDK) in Howick, Auckland.
Author(s): Bronwyn Glass, Kerry Baker and Raelene Ellis (Teacher Researchers) Botany Downs Kindergarten and Dr Helen Bernstone and Dr Bill Hagan (Research Associates), Manukau Institute of Technology.
Date Published: April 2010
Summary
The Centre of Innovation (COI) research shared in this report focuses on inclusion in an early childhood education centre, Botany Downs Kindergarten (BDK) in Howick, Auckland. The teachers' philosophy of inclusion states:
We believe that all children belong together, that they are all individuals and they all have rights to develop and learn together in a climate of acceptance.
It rests on the human rights principle that all children have the right to good quality early childhood education in a setting of their parents' choosing. Nationally, this philosophy was made manifest in the education policy of 'mainstreaming' that was enacted in the Education Act, 1989, which gives students with disabilities the right to a full education at a school of their parents' choice.
The New Zealand Early Childhood Curriculum, Te Whāriki (Ministry of Education, 1996) states,
Te Whāriki is designed to be inclusive and appropriate for all children and anticipates that special needs will be met as children learn together in all kinds of educational settings" (p. 11).
MacArthur, Purdue and Ballard (2003) state, "From a socio-cultural perspective, then, inclusive settings provide rich contexts for the growth and development of every child" (p.134).
Botany Downs Kindergarten teachers have a commitment to welcoming and valuing all children, their families and the wider community. We have opened our doors to all children whose parents enrol them at the kindergarten. When a child has additional needs we don't say, "Yes, but only if …" For all situations in which challenges arise we engage in possibility thinking (Cremin, Burnard, & Craft, 2006). This approach aligns with the creative ways in which we think of developing a sense of belonging for all children as they all join us from diverse, rich and interesting backgrounds. Thus, inclusion is implemented for all – some children just happen to have some different and additional needs.
Inclusion
The teaching team at BDK feels that this poem captures their view of inclusion:
The innovation at BDK is this: When the teaching team finds an approach or system that has opened new doors for children with additional needs; we commonly adapt that system or approach for all the children at kindergarten. In this introductory chapter, three examples (below) will illustrate some of what we do. More illustrations are provided later in the report, but even so, they amount to only a sample of changes made to enhance our inclusive practice between 2006 and 2008.
The first example is the process and attention to detail given to the preparation of the visual communication tools and the environment to welcome a child and their family into the community of BDK. Their portfolio, name tags, locker and communication pocket are prepared and waiting for them so that their sense of belonging is enhanced on the very first day.
The second example emerged as we reflected upon our practice and gave thought to our use of visual communication tools. Initially we began to make and use visuals communication tools to help children on the autistic spectrum come to know the people in the environment of BDK and the routines of BDK. For instance, we made Jack a book showing photos of the teachers, education support worker (ESW) and administrator to take home. As well, we made a book of his routines as he arrived at kindergarten – in the gate, put name tag on the magnetic board, put bag in locker, choose an activity with ESW and so on. To begin with these books were for him personally, until we recognised their value for others. We broadened the use concept for use with all children. These will be shared later in the report.
We made more books and sequence cards that showed the sequence of different routines (e.g., steps in going to the toilet, and the sequences around special events). The books help children make transitions to unknown or less familiar experiences. Our observations showed that these books were successful in preparing children for different experiences.
The third example is the sound augmentation system that has been installed in the area where group time is held. The advantages of this system are two fold. The sound is distributed equally to the periphery of the group of children (thus increasing the chances of engagement) and the teacher can maintain a quiet level of voice and yet be heard by all children.
Group Special Education in the Ministry of Education is clear that the scope of inclusion is for all children. It suggests that:
Inclusion in education is about valuing all students and staff. It involves supporting all children and young people to participate in the cultures, curricula and communities of [their local early childhood education service]. Barriers to learning and participation for all children, irrespective of their ethnicity, culture, disability, or any other factor are actively reduced, so that children feel a sense of belonging and community in their educational context (Ministry of Education, 2008).
Current definitions of inclusion reflect an international move towards discourses that emphasise human rights and social justice. Ballard (2004) and others argue that the term inclusive education means ensuring participation of all children who may be excluded as a result of gender, ethnicity, disability, social class or other difference that is given significance within a particular context. Some key concepts in official and research literature in relation to inclusion in education are 'human rights', 'valuing', 'supporting', 'participation' and 'reducing barriers'. These concepts are usually applied in relation to groups who may be excluded. Thus, the term inclusion is wider, or more encompassing, than the term special education that is seen as being about "the provision of extra help for children with learning, communication, emotional or behavioural difficulties, or intellectual, sensory or physical impairments" (Ministry of Education, 2008).
The differences in these definitions and our focus on inclusion posed some challenges during our tenure as a COI, as a number of people assumed we would focus on researching extra help, adapted programmes, and specialised equipment and materials for children with 'difficulties' or 'impairments'. Instead, we focused on the kindergarten environment and aspects of our teaching that enhanced the participation and learning for all children. Acting strategically, we made changes that were likely to be beneficial for all and, simultaneously, were likely to reduce any barriers for children with additional needs. Our aims for including all children were to strengthen their sense of belonging to our community and to develop their social competence. Because of our broad approach to inclusion, much of our COI research looked at what happened for children other than those who were identified as having additional needs.
For us, inclusion is underpinned by the belief that children belong together in regular settings. Thus, a climate of acceptance of children with special needs is established when teachers are united in this belief.
Inclusion of children with additional needs at BDK may not entail 'extra help', adapted programmes, or specialised resources. We do not say that we will include a child with special needs but only if extra resources or extra support is provided. We do say that inclusion entails working within some particular values (we often call them beliefs). The values of respect and acceptance affect the way we relate to children and their families and work with the principles of Te Whāriki. The values we hold are infused in our actions - in setting up and adapting the environment, and in implementing Te Whāriki and our pedagogy. To live by our values and beliefs, the teaching team continually engages in reflection and possibility thinking to reduce barriers and ensure all children can participate in ways that give each child a sense of being accepted and belonging, and feelings of competence and confidence.
A child with additional needs can attend kindergarten irrespective of whether their education support worker is at kindergarten or not. We use possibility thinking to figure out systems that work. For example, when Kevin is at kindergarten without his education support worker (ESW) the float teacher becomes his prime caregiver. Kevin's mother describes such an example:
On days that our ESW has been unable to attend staff cheerfully accepted responsibility for Kevin themselves. They have made the statement that, 'Kevin is on the roll and has just as much right to be here as any other child'. As a mother I have been delighted at how Kevin and I have both personally been welcomed. There is a culture here at Botany Downs Kindergarten of friendliness and acceptance. People who I don't even know will greet Kevin by his name and pause for his delayed response. They welcome and chat to me and I feel very happy to have Kevin here and to be coming here regularly myself.
Inclusion is not confined to the children at BDK. It was important to Kevin's mother to feel included, to be part of BDK community, and through this feeling Kevin's sense of inclusion is enhanced (Wills, 1998).
At BDK our commitment to inclusion means including all children, their families, the teachers, the ESWs, relievers, administrative support staff and the wider community in the extensive range of activities that constitute BDK. During the first cycle of our COI research we documented the range of inclusive acts at BDK and noted that the systems and approaches that we have put in place treat everyone with respect and treat everyone as we (the teachers) want to be treated.
What is an inclusive environment?
Conway (2008) suggests a model with four factors that constitute an inclusive environment: teachers, children, curriculum and physical setting. We adapted Conway's model to reflect inclusion at BDK by adding families and community in the box with children in order to reflect our commitment to the principles for the New Zealand early childhood curriculum, Te Whāriki, which recognises the importance of family and community.
Figure 1: Dynamics in BDK's Inclusive Environment
These four factors are in play through all the phases of inclusion. For BDK, they were pinpointed when discussing the pre-inclusion phase by considering theoretical and research knowledge, and the need to meet legislative requirements and curriculum guidance.
The First Factor: The Teachers
Formulating a vision for and acting to develop an inclusive environment start with teachers. Our vision is broad: it is about the society we want to help create and to live in.
Early on in our COI work, we felt some discomfort that we, the teachers, hold the power about our kindergarten environment. Soon we realised with relief that that power includes the teachers' decision to 'share the power with the children and their parents to build an inclusive environment' (Bronwyn's journal notes, 2006). We noted that we also 'establish the roles of the teachers, children and their families; decide how the curriculum will be implemented and how the physical environment will be presented. These are strongly embedded in our philosophy' (Research meeting notes, April 2006).
Our philosophy of practice was very significant for us deciding to adopt the broad definition of inclusion, and paying a lot of attention to developing an inclusive environment. The main value that guides us is to 'treat others as we, the teachers, want to be treated - with respect' (Research meeting notes, April 2006).
The Second Factor: The Children and their Families
Whilst the concept of inclusion is primarily associated with children with special needs, at BDK inclusion means including everyone – children, adults, siblings, pets and community. Inclusion, we concluded 'has less to do with children with special needs. It has more to do with how you view society and the vision of the society you want to create and live in. All children are special and many need different kinds of support' (Research meeting notes, April 2006). This notion is in line with the thinking of Soan (2004) and Wills (1998).
Community 'ownership' is important to the teachers, and therefore participation is welcomed. 'We are the facilitators of the kindergarten, and the kindergarten belongs to the parents and the community' (Research meeting notes, May 2007). The way parents respond and contribute makes a significant difference to the inclusive environment at BDK. Exit survey data confirmed that creating a feeling of belonging and good communication with families is critical for the inclusion of children and their families at BDK (Research meeting notes, April 2006). One parent wrote on their exit survey form:
It was welcoming from the first phone call. On his first day Riley told me how he was introduced to the class. They always told Riley how lovely it was to see him every day. He was told he could bring news … so he wanted to everyday. Even if he wants to share the most trivial thing he is treated like a king and made to feel like it is the greatest thing ever. That is very special to him, and his feeling special is important to me. We took his portfolio home everyday in the first week. Riley couldn't wait to share his kindergarten with his Dad and brother.
Another parent responded, 'I like the way we are not rushed. Friendships are encouraged and our littlies are welcome to join in the play. We are not forced to do parent help and can stay whenever we want. That makes it easier because I don't know when my two year old is up to staying.' (In the parent's mind, the question about her toddler staying was not about 'whether', but 'when'.)
Reciprocal relationships are built. Another exit survey response commented on use the kindergarten resources, 'I am just learning to use Publisher [software] and the teachers have shown me little steps on their computer each day. I can write my own learning stories with photographs added now.' This is a small example of how parents come to contribute to the inclusive environment.
The Third Factor: The New Zealand Curriculum, Te Whāriki
The principles and strands of the early childhood curriculum, Te Whāriki, underpin all that we do at BDK. The curriculumchallenges us toexamine our environment, our links to family and the community and the values we share as we promote children's learning. MacArthur, Purdue and Ballard (2003) applaud the positive inclusive rights statement in the curriculum:
- Te Whāriki is designed to be inclusive and appropriate for all children and anticipates that special needs will be met as children learn together in all kinds of educational settings. (Ministry of Education, 1996, p. 11)
We model this approach to children and their families at all times.
The Fourth factor: The Physical Environment
Te Whāriki expects environments to be planned to maximise familiarity and exploration. Our environment is also influenced by Reggio Emilia. We identify with the writing of Carlina Rinaldi (2001). Rinaldi believes that the environment is a powerful teacher. The Ministry of Education in Saskatchewan has adopted a similar philosophy suggesting that, "environments have the power to shape the learning that takes place" (2008, p. 44). We particularly identified with their statements:
In a high quality programme, educators understand the importance of preparing children's surroundings to support all aspects of their development and growth. The environment communicates how the adults perceive children as learners.
And:
When educators ensure that the setting reflects what children can do and what children can be, the environment sends positive messages to everyone. The setting can tell children that it is a place where they are valued as people capable of exploring materials and learning with the educator, other adults and each other (ibid).
Initially, our records made several mentions of 'a responsive environment'. We later altered this to 'a responsive, flexible environment' (Research meeting notes, August 2008) to acknowledge our use of the notice, recognise, respond pedagogical framework (Cowie, 2000). We were committed to 'changing the environment, rather than the child' to achieve optimal learning outcomes for children (Research meeting notes, April 2006). Examples of changes include installing the sound augmentation system, and changing some spaces at BDK at appropriate times to recognise important cultural festivals (e.g., Diwali).
Introducing Botany Downs Kindergarten
Botany Downs Kindergarten is governed by the Auckland Kindergarten Association. It is a three teacher kindergarten situated in Howick, Auckland. The core teacher researchers involved in the COI project were Bronwyn Glass, Kerry Baker and Raelene Ellis.
The kindergarten is 30 years old, and delivers its programme in sessions – five morning sessions and three afternoon sessions per week. Children start in the afternoon kindergarten at approximately three years three months, and transition to the morning session at approximately four years and two months. The children move on to one of eleven primary schools when they transition from kindergarten to school, usually when they turn five years of age.
At the time of our application to join Round 3 of the COI programme, BDK had eleven children identified as having special needs (eight on the autistic spectrum) attending the morning session supported by ESWs employed by Group Special Education. The mix of children with special needs changed as children transitioned to school and new children started kindergarten.
The COI research
When we began the COI action research project, the teachers felt confident that
BDK had an inclusive environment. We continually sought to enhance a sense of belonging and minimise any barriers to participation. Informal feedback confirmed our perceptions. However, much of what we did was "Just what we do," without our being conscious of all the features of our inclusive practice and its effects. Therefore, our COI research was designed to better describe what BDK teachers do to meet our goals for inclusion, and to help us – and others - to learn more about inclusion and inclusive environments. One aim of this research was to help those in the early childhood sector, ourselves included, to see and think about the nature of the settings and contexts we need to create to help children attain the socio-cultural aims of education (Glynn, 2008, p. 15).
The overarching research question agreed upon was:
How does an inclusive environment enhance the learning of all children?
The 'inclusive environment' phrase in this question led us to research methods that would help us describe and explore the inclusive elements in our environment. We want make it clear that studying all children individually was neither feasible, nor attempted. Our interest was in enhancing the learning of children individually and collectively.
We decided to pay particular attention to visual communication tools for two reasons:
- Visual communication tools are particularly useful to facilitate participation and promote learning for children on the autistic spectrum,
- Anecdotal evidence indicated that these tools were appreciated and educationally valuable for all children.
Therefore, a sub-question for our research was:
How do visual communication tools invite and extend engagement with children and their families?
The focus on 'learning' in our overarching research question was a challenge. Learning can be, and is, very broadly defined in early childhood education. To ensure that the research was manageable, we decided to focus on aspects of social learning; on children's social competence and self-efficacy. There were several reasons for this decision. One reason was that the Auckland Kindergarten Association focuses on social competence in that every kindergarten is required to formulate a statement of teaching practice about how they will foster children's social competence. Therefore, we had given considerable thought to social competence already. In line with the emphases in Te Whāriki on belonging, communication and contribution, developing social competence was seen as important learning for all children. It is of particular importance in our context where several children on the autistic spectrum attend, and where respect for and acceptance of children with additional needs is expected of everyone.
Originally, the wording of our second sub-question was: How do teachers support children on a journey from dependency to self-efficacy? This wording was debated vigorously during our COI tenure. We decided to change it because, for most children, indications of dependency are only apparent in the transition phase. At that time, plenty of support is offered to help children become more independent. We felt we could cover that whilst exploring a broader question. The sub-question was made broader to read:
How do teachers support the development of social competence and self-efficacy in children?
Structure of this report
In Chapter 2, our mixed-method approach to undertaking the COI research is described. The middle three chapters share the findings of our research using the three phases of inclusion described by Lyons and Kelly (2008): Pre-inclusion phase (Chapter 3); early inclusion-transition phase (Chapter 4); and continuing inclusion–monitoring phase (Chapter 5). Each of these chapters connects our findings to the COI research questions, illustrated by case stories. Some children's case stories stand alone while others are woven into more than one chapter. Chapter 6 is a series of interconnected case stories exploring the influences of teachers, children and their families and the community, as well as the curriculum, on inclusion at BDK. In Chapter 7 we analyse and discuss our findings using the framework of three phases of inclusion. The final chapter (Chapter 8) draws the threads together in some conclusions.
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