The purpose of this professional learning is to create an opportunity for teachers and staff to view and discuss the information provided on inclusive practice and how this relates to the Queensland kindergarten learning guideline ( QKLG ).
Download and print a copy of Reflecting on inclusive practice. You will also need a copy of the Queensland kindergarten learning guideline (QKLG).
Suggested time for this task is 30 minutes
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Video transcript
What is inclusive practice?
Facilitator 1
What is inclusive practice?
Inclusive practice takes account of the social, cultural, physical and linguistic diversity of all children, including learning styles, abilities, disabilities, gender, family circumstances and geographic location.
Kindergarten teachers share their ideas about inclusion
Interviews (part 1)
Jo Gosney
Director / Kindergarten teacher
It means acceptance and respect of all humans and it means weaving a blanket of threads that incorporate physical, mental, emotional, verbal, cultural and religious aspects and embracing those threads and bringing them together with their uniqueness and to work with them.
Teaching scenario
Teacher
That’s it, well done.
Haram.
Haram
Do I brush my feet?
Teacher
Yes, we'll all brush our feet because they could have a little bit of sand on them.
Interviews (part 2)
Chantel Ryan
Kindergarten teacher
Inclusion for me is about how I can provide an environment and a program that caters to every child in my care regardless of their background. I work out what their needs are, their strengths are, and try to provide something where they're guaranteed to have success.
Leanne Hunter
Co-Director /Kindergarten teacher
Well I think inclusive practices are really underpinned by respect, and I think we can sometimes get a little overwhelmed by the word. But I think if we simplify it and think about respectful relationships, that can be the focus of everyday practices, everyday relationships, policy development, everything.
The decision-making process
Facilitator 2
When making decisions about how to provide additional support for children, teachers are guided by the principles of inclusiveness. That is, high expectations and equity in educational opportunities for all children. Decision making involves much more than planning some materials and spaces for the learning environment. In a quality program teachers need to interact intentionally and actively to maximise every child's participation and learning.
Teachers are responsive to children's ideas and interests and they use the teachable moments to extend and challenge children's thinking and to promote aspects of children's learning and development that they need to be successful.
Discussion: Catering for diversity
Facilitator 2
How is the first point of contact with your service inclusive?
Who do you think has responsibility for inclusive practice and why?
Who do you think has responsibility for inclusive practice and why?
How might you recognise and celebrate difference?
- Last updated:
- 25 August 2023
