Inclusion Midterm Review PDF

**Q1: Inclusive Language** People-First Language: Emphasizes the person first before the disability. Identity-First Language: Put the disability first. Decisions about language use when describing a child with a particular support need is a complex process. We have been taught to use people-first...

**Q1: Inclusive Language** People-First Language: Emphasizes the person first before the disability. Identity-First Language: Put the disability first. Decisions about language use when describing a child with a particular support need is a complex process. We have been taught to use people-first language. Times have changed and sometimes people-first is not preferred, while identity-first is. It is obvious that the topic of whether to use identity-first or people-first when addressing people with disabilities is a sensitive topic but a relevant conversation to have. The language that we use has an impact on a community, good and bad, especially those with disabilities. The disability community has a complex history of misrepresentation, stigma, and misunderstanding. We need to realize that identify-first language is chosen by some people living with disabilities and wish to describe themselves in that way. People-first language highlights a fundamental assumption of inclusion. Using person-first language may require self-monitoring to assure that it is used properly. The best terminology to use when describing a person's medical history or health condition is person-first (ex; Emma has Diabetes). When describing mental disorders, it's best to use person-first. For example: a man with schizophrenia or a woman with bipolar disorder. A disability such as deafness may be considered a cultural trait, very similar to autism, which is a positive neuro-divergent community. Often in these communities, people wish to be referred as identity-first. The terminology has changed over the past several of years and people's thoughts and opinions have also changed along with it. Some still use the terms such, as 'autistic' when referring to themselves and other people think that it is offensive. If you are unsure of how to address someone, the best thing to do is ask the person their preference. If the person is non-verbal, you can ask a family member or a health care professional. **Q2: What Educators Need in an Inclusive Setting:** Some ECEs feel hesitant to work in an inclusive environment. Some of the reasons include not understanding what a true inclusive setting is and what their role will entail. They may have concerns about having support within the setting, concerns over their own training and whether they are prepared to work unassisted with children with support needs. These inclusive practices are impacted by legislation & polices, research and evidence-informed practices, curriculum & pedagogical approaches, language choices and personal beliefs and bias. For an inclusive setting to be successful, several things must exist. 1. **Staff & Resources:** if the centre lacks support of extra staff and resources, they may need to turn away children based on limitation. An educator's competence in providing quality care in an inclusive environment hinge on access to information, support, opportunities for collaboration, training and time given to plan and document. It's not enough for the educator to rely only on their knowledge. The proper supports must be in place, or it will not work. 2. **Team of Professionals:** Educators in an inclusive environment are members of a team of professionals who meet the needs of all the children in a program by working together in a collaborative relationship based on respectful dialogue. Each member brings forward special knowledge to planning and implementing an enriching environment to the program for all children. 3. **Overcoming Challenges & Difficulties**: Recognizing and acknowledging barriers that prevent ECE's from embracing and implementing full inclusion is important when considering how race, gender, poverty, and other factors intersect to produce these barriers. **Q3: Indigenous People's Views of Children with Disabilities:** For indigenous peoples, disability is an intersectional experience influenced by multiple contextual and cultural factors. Indigenous disabled peoples are often culturally "doubly disadvantaged" though the intersection of oppressive societal structures including lack of access to the social determinants of health. Indigenous peoples often face a higher rate of ill health, mental illness and disability compared to non-indigenous peoples. Indigenous and disabled experiences in Canada have been fraught with harmful and at times lethal practices. Normative Development refers to the typical or universal pattern of development. Indigenous children in Canada are continually navigating through multiple contexts in their lives that may have conflicting ideas regarding normative development. Indigenous perspectives of disability clarify how disability can be socially constructed societal beliefs that are held about ability. Indigenous communities have a varying understanding of disability and difference that defy ableist frameworks and approaches. Differences is not considered to be a disabling characteristic, as there is often a cultural orientation towards collective welfare. Indigenous communities share common orientations towards communal way of living in which all members are seen as active and valued members of the community. When differences are presented in an individual, there is often a recognition of the unique abilities of the individual and reverence for what teachings the indigenous cultures may have been regarded as holding spiritual significance rather than being a detriment to the individual community. Supporting indigenous children with disabilities requires a culturally safe approach in which beliefs of the disability may be honoured and integrated into education and intervention planning. In the indigenous community there is often no term for disability, as it is often considered a term that describes deficit. Many indigenous communities around the world are reclaiming disability language to describe differences that are reflective of their own worldview. **Q4: Cultural Differences on Views with Children with Support Needs in an ELCC setting.** Culture is a pattern of ideas, customs and behaviours shared by particular people or society. Health is a cultural concept in that culture frames and shapes how we perceive, experience, and manage health and illness. When working with families from various cultures, the best practice involves Cross-Cultural competence. There are 3 basic steps towards achieving culturally competent care: 1. Being aware of your own beliefs and values and clarifying when needed. 2. Obtaining information on the cultures and backgrounds of patients 3. Engaging and working with new patients, using approaches that are sensitive, receptive, and responsive to their cultural perspectives. Different cultures have different views on disability and how to treat children with developmental disabilities. For example, in some South Asia cultures such as Pakistan, a girl is supposed to be like her mother and a boy like his father. When this does not occur, it can be seen as a disturbance in the natural order. In a traditional community, the family may wonder if their child with a disability has been taken over by a dijnn (spirt). Parents may feel isolated from the rest of their community because of the perceived stigma of having a child with developmental disabilities. The concept of what one person can achieve as an individual, or overall 'competence', also differs across cultures. Some cultures emphasize social relationships rather than a person's mind or abstract. For example, families from India, fulfilling family roles and duties, knowing how to respect and to whom and knowing social customs are the most important determinants of individual competence. Different cultures have different views on what causes developmental disabilities. Blame for a disability is often placed on the mother or both parents or the child's disability is considered an 'act of god'. For example, in South-East Asia cultures, they may believe that a developmental disability is caused by a 'mistake' made by the parents or ancestors. Indian cultures offer multiple causes for developmental disability ranging from medicines or illness during pregnancy and psychological trauma in the mother and lack of stimulation in the infant. Cultures influences key aspects of and approaches to treatments for developmental disabilities... Whether to seek help What treatments to use Relationships between health care professionals and families Availability of resources Expectations parents have of and for their child. Newcomers from cultures that rely on support from family and friends are less likely to seek help. Families may not seek help because they may feel it is inappropriate to ask help from 'outsiders. They may feel shame or being unwilling to accept help, even when it is offered, and their own communities may reinforce the view that the family must bear full responsibilities to all members. For example, South-East Asian cultures tend to believe it is inappropriate to accept services or support from others. Treatment approaches vary for developmental disabilities in cultures. For example, in South-East Asia cultures, a shaman (health care professional & spiritual provider) is called to perform healing, preventive and diagnostic rituals. When it comes to health care providers, they should never make assumptions about the newcomers needs or wants based on their ethnic background or cultural practices. There are always differences among cultural groups. Some families choose to keep certain traditional beliefs and adapt to new culturally based beliefs from their current environment. **Q5 Anti-Bias Education** Preparing to engage in anti-bias education starts with self-reflection. We must question our own thoughts and feelings searching for stereotypes and prejudice -- before and while we help children understand their own anti-bias. Anti-bias has 4 goals to provide a framework for children. The goals will help create a safe, supportive learning community for every child. They support the children's development of a confident sense of identity without needing to feel superior to others, an ease with human diversity, a sense of fairness and justice, the skills of empowerment and ability to stand up for themselves or others. *[Goal 1: Identity ]* Supporting children to feel strong and proud of who they are without needing to feel superior to others. Children will learn accurate, respectful language to describe who they are and who others are. Teachers will support the children to develop and be comfortable within their home culture and their school culture. Anti-bias education emphasizes the important idea of nurturing children's social (or group) identities. Social identities relate to significant group categorizations of the society in which individuals share with many others. Social identities can include but not limited to gender, race, ethnic, cultural, religious, and economic class groups. *[Goal 2: Diversity ]* Guide children to be able to think about and have words for how people are the same and how they are different. It includes helping children feel and behave respectfully, warmly, and confident with people who are different form themselves. This would include teaching children how they are different from other children and how they are similar. Some teachers and parents are not sure they should encourage children to 'notice' and learn about the differences among others. They may think it's best to only teach about how people are the same, worrying about prejudice. A misconception about diversity is exploring among people and ignores appreciating the similarities. All humans share biological attributes, needs, and wants. For example, needs for food, shelter, and love; commonalities language, families & feelings) and people will live and meet these shared needs and rights in different ways. *[Goal 3: Justice]* Building children's innate, budding capacities for empathy and fairness as well as cognitive skills for critically thinking about what is happening around them. It's building a sense of safety, the sense that everyone can and will be treated fairly. The learning opportunities for children are to help understand and practice skills for identifying unfair and untrue images (stereotypes), comments (teasing, name-calling) and behaviours (isolation and discrimination) directed towards themselves and others. This can include issues of gender, race, ethnicity, language, disability, age, body shape & more. These lessons are critical thinking for children, figuring out what they see or her and testing it against the notions of fairness and kindness. Children come to identify unfair experiences and as they learn that unfair can be made fair, children will gain an increased sense of their own power in the world. Children cannot construct a strong self-concept or develop respect for others, if they do not know how to identify hurt, stereotypical, and inaccurate messages or actions directed towards themselves and others. Developing to critically think strengthens children's sense of self, as well as the ability to form caring relationships. *[Goal 4: Activism ]* Giving children tools for learning how to stand up to hurtful and unbiased behaviours based on any aspect of social identity. Biased behaviour can be directed towards self or to others. The bias behaviours may come from another child, adult, or children's book, tv, or films. This helps strengthen children's development in perspective, taking, positive interactions with others and conflict resolution. Actions of teasing, rejection, and exclusion because of some aspects in a child's social identities are a form of aggression. Children's sense of development of self is hurt by name-calling, teasing, and being left out based on identity. Children who are engaging in hurtful behaviours are learning it's acceptable to hurt others. The ongoing examination of how people are simultaneously the same and different, provides children with conceptual framework for thinking about the world they live in. **Q6: Theories** *[Theory of Mind ]* A concept of developmental and social psychology that refers to the understanding that not everyone shares the same thoughts and feelings as you do. It develops during early childhood and even in infancy and toddlerhood. Children are learning early skills that they will need to develop their theory of mind later. Things like copying people after paying close attention to them, recognizing and labelling emotions, causes and consequences of emotions, participating in pretend play, knowing they are different from everyone else. True theory of mind emerges around 4-5 years old. This is when children really think about the feelings and thoughts of others. One of the key implications of the theory of mind development is the importance of social competence. By understanding that others have their thoughts, beliefs, and desires, we are better equipped to navigate social situations and form meaningful relationships. People with a strong theory of mind skills are often better at participating and interpreting the behaviours of others, which can lead to more successful interactions, child development, and greater empathy. It has also been linked that the theory of mind has improved communication skills and conflict resolution abilities, making it an essential component of social development. An important aspect of the theory of mind abilities is inhibitory control, which refers to an individual's ability to inhibit thoughts and behaviours in response to external stimuli. This skill is crucial in child development and social situations, where individuals must be able to regulate their emotions and responses to interact effectively with others. *[Feuerstein's Theory of Mediated Learning]* A structured approach where cognitive and social development are intertwined. When working with children with support needs, it is important to understand how all children learn and grow, and to be open to changing how things are done when new ideas in the field or experiences with children and families are re-examined. Understanding out role as an ECE is also critical. Feuerstein's found that a person's capacity to learn is not "fixed" and that everyone's thinking skills are changeable and flexible. The educator's role is to foster a child's awareness of their own thought processes by asking them to predict outcomes, test reality and communicate their thoughts. It has been demonstrated that mediated learning enhances the cognitive functioning of children with developmental needs and highlights the importance of adults scaffolding in children's learning. Feuerstein proposed 3 characteristics that define MLE interactions: 1. Intentionality: communicating the purpose of the interaction to the child and maintaining the child's involvement in the interaction while receiving a response. 2. Meaning: The mediator helps the child to acquire personal value and importance for engaging in a learning activity where it is relevant and memorable 3. Transcendence: Enables the child to apply the learning to different contexts and make connections with other related concepts, encouraging flexibility and generalization Mediated learning can take on various forms, including, giving the child a hint, adding a cue, modelling a competency, or adapting materials and activities. *[Transactional Model of Development]* Introduced by Arnold Sameroff in the 1970's. It is a theoretical framework that integrates various factors and processes to understand how individuals and systems interact and influence each other over time. It emphasizes the bidirectional nature of development, where individuals and their environments mutually influence and shape each other. It recognizes the importance of transactional processes within and across different levels of ecology, such as family, school, and community. It also highlights factors like social interaction skills, school engagement and academic achievement in shaping development. The model looks at proximal influences and distal influences. Proximal influences are factors that influence the child closely (ex; interactions with parents and family). Distal influences are those affecting the child less directly (ex; family income and community). *[First People's Principle of Learning ]* The principles are teachings and learning approaches that prevail within certain First Nations societies. Incorporating them into out teaching and learning will not only support indigenous children in their learning but also hold truth about humanity that will engage all learners. The 9 principles of 'First People's Principle of Learning" - Learning ultimately supports the well-being of the self, family, community, land, spirts and the ancestors. - Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness on reciprocal relationships and a sense of place.) - Learning involves recognizing the consequences of one's actions. - Learning involves generational roles and responsibilities. - Learning recognizes the role of indigenous knowledge. - Learning is embedded in memory, history, and story. - Learning requires exploration of one's identity. - Learning Involves patience and time. - Learning involves recognizing that some knowledge is scared and only shared with permission and/or in certain situations. Mediated learning activities and experiences are aligned with First People's Principles of Learning since they tend to be founded within the daily context and current interests of the child. *[Jordan's Principle ]* Recognizes that first nation children may need government services that exceed the normative standard of care and will evaluate the individual needs of the child to ensure substantive equality, culturally appropriate services, and/or to safeguard the best interests of the child. **Q7 History of Inclusion in Canada** There has been a slow but steady change in federal and provincial/territorial social policy over the past 4 decades. The number of children with support needs in Canada that participate in early learning and childcare programs has increased over the past 40 years. In 1973, Caldwell described 3 stages that north American society has gone through in the treatment of children with support needs. A 4^th^ stage has been added to describe the current approach. *[Forget and Hide (1800-1950s)]* Until the middle of the 20^th^ century, families, communities, and society in general tried to deny the existence of children with disabilities. They were kept out of sight as much as possible. Families were often advised to institutionalize immediately any infant that was born with a disability. Institutions like Canadian Association for Retarted Children (AKA Canadian Association for Community Living) and Individual home models like Jean Vanier's L'Arche advocated for acceptance of individuals with disabilities from residents. *Screen and Segregate (1960s-1970s)* The purpose of this period was to identify individuals with disabilities and provide them with a separate program from their peers without disabilities. This movement grew partly out of the belief that individuals were better served within the segregated or specialized group setting. Through local advocacy associations, parents began pressing provincial and territorial governments to fund early childhood programs for their children with disabilities. For example, Nursery's Act (AKA Child Care and Early Years Act, 2014) in 1972 Ontario provided funding for children with "handicaps". At this time, the ministry of community and Social Services also provided funding to open programs for school-aged children excluded from public schools due to the severity of their intellectual impairment. As a result of this process, a separate system was developed from the one available to other same-aged children. *[Identify and Help (1970s-1980s) ]* A movement initiated by Wolfgang Rohenberg, York University, Toronto, advocated for the integration of young children with disabilities into regular early childhood settings. In the mid 1970s a process began to downsize and close large institutions for children living with disabilities and return residents to mainstream society. This process took time, lasting until the turn of the last century. Efforts towards normalization sought to include children with other disabilities beyond those deemed as "mental retardiation". Support consisted of medical interventions grounded on principles of cure and eugenics, not education and care. By 1982, the federal government had adopted the Canadian Charter of Rights and Freedoms; this legislation helped prevent discrimination on the bases of disability. *[Include and Support (1990s-Present) ]* Following Caldwell's 3 stages, the underlying assumption is that people with disabilities should be included as full members of society. A broad range of education supports, and accessible environments are a must to ensure the full and meaningful participation of all children. Parents with children living with disabilities may access the child disability benefit (CDB), a tax-free monthly payment made to families who care for a child under the age of 18 with a severe and prolonged impairment in physical or mental functions. Educators and families still push for inclusive, accessible and high quality Child Care at a national level. Definitions *[Social Policy]*: refers to how societies acknowledge and address essential aspects of health and well-being, education, work, safety and security. The social policy includes analyses of different roles, responsibilities and services established through multi levels of government finances, worldwide organizations and civil society that exist (or are needed) to provide support to society members across a lifespan, from birth to old age. (Topic 1.1) *[Medical Care Act]*: offered medical care to all Canadians, with the cost shared between the federal and provincial government. With this legislation came an increase in the screening and assessment services for children (including those with disabilities) at hospitals and health centres in major Canadian citifies. (Topic 1.4) *[Othering]*: where the child is treated and viewed as inferior to or less than children considered "typical" (Topic 2.1) *[Identity-First Language]*: puts the disability first in the description ex; diabetic person (Topic 2.3-2.4) *[People-First Language:]* Emphasizes the person before the disability ex: Emma has Diabetes (Topic 2.3-2.4) *[Theory of Mind:]* a concept in the developmental and social psychology that refers to the understanding that not everyone shares the same thoughts and feelings as you do. It develops during early childhood and even in infancy and toddlerhood, children are learning early skills that they will need to develop their theory of mind later (Topic 2.5) *[Theory of Medicated Learning (Feuerstein's Theory)]*: A structured approach where cognitive and social development are intertwined (Topic 2.5) *[Transactional Model of Development:]* Introduced in 1970's by Arnold Sameroff and is theoretical framework that integrates various factors and processes to understand how individuals & systems interact and influence each other over time. (Topic 2.5) *[Jordan's Principle]*: A legal requirement that the province provides access to supports for First Nation children in need and ensures that the government of first contact pays for the supports without delay. (Topic 2.5) (Definition from google) \* watch video for more info within content \* *[Mainstreaming:]* Making children with disabilities "ready" for integration into the mainstream (Topic 2.1) \*Found within different models relating to inclusion\* *[Integration:]* Giving children with disabilities extra support so they can integrated into a regular setting and meet the existing expectations of the classroom (Topic 2.1) \*Found within Different models relating to inclusion\* *[Medical Model of Disability:]* Understanding disabilities as a biological impairment, a defect or dysfunction residing with the person (Topic 2.1) \*found within Different models relating to inclusion\* *[Social Model of Disability:]* Understanding that barriers that prevent the social inclusion of people with disabilities and roles and responsibilities of educators in changing and removing those barriers (Topic 2.1) \*found within different models relating to inclusion\* *[Relational Model of Inclusion]*: Emphasizes both identification and elimination of organizational and systemic barriers to inclusion and educators recognizing that children with disabilities are full persons (Topic 2.1) \*Found within Different models relating to inclusion\* *[Capability Approach:]* Educators are mindful of the culture and context (in early childhood programs) in determine which practices will expand the capabilities of children (Topic 2.1) \*found within different models relating to inclusion\* *[First People's Principle of Learning]*: These principles are teaching and learning approaches that prevail within First Nation's societies. Incorporating them into our teaching and learning will not only support indigenous students in their learning but also hold truths about humanity that will engage all learners. (Topic 2.5) \*Found within Embracing first people principles to engage students in learning\* *[Developmental Disequilibrium]*: A period of inconsistent behaviour, which often follows behaviour a spurt of rapid development (Topic 3.1) \*6 ways of thinking about children's learning and how to support that learning in all children\* *[Synchrony:]* During early development, a matching of behaviours, emotional states and biological rhythms between a parent and infant who together form a single relational unit (a dyad); encompasses both the adult's and child's capacity to respond to each other. (Topic 3.1) \*6 ways of thinking about children's learning and how to support that learning in all children\* *[Attunement:]* Related to psychiatrist Daniel Stern's "affect attunement" (1985), this term refers to the matching of affect between infant and adult to create emotional synchrony. The adult's response can take the form mirroring (eg, returning an infants smile) or be cross-modal (eg, a vocal response "uh oh" to the infant's dropping cereal on the floor) Attunement communicates to the infant that the adult understands and shares the infants feelings. (Topic 3.1) \*6 ways of thinking about children's learning and how to support that learning in all children\* *[Contingent Stimulation]*: Responding to a child in a way that prompts further learning (Topic 3.1) \*6 ways of thinking about children's learning and how to support that learning in all children\*