Children With Additional Needs Policy

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Policies and Procedures
 

            11.       Children with Additional Needs
 

            AIM
 

To offer equal opportunities to all children, while providing them with a rewarding yet challenging early childhood experience.

 

To support the growth of learning and educational development opportunities, for children with disabilities who are below school age to prepare them for integration into the regular school program.

 

 

The concept of normalisation is the recognition that all individuals within society are equally human, although not endowed with the same potentialities.

 

Children with additional needs include:

 

·        Gifted children

·        The learning disabled

·        Mentally handicapped

·        Orthopaedic handicapped

·        Visually impaired

·        Hearing impaired

·        Speech impaired

·        Children with physical health or emotional problems

 

Young children are curious about and sometimes frightened of disabilities.  Fostering anti-bias attitudes towards disabilities and empowering children requires special planning and dedication by centres.

 

Integrating children with additional needs in the early years has a particular advantage in so far as young children’s attitudes of openness and acceptance mean that they are not likely to consciously isolate or segregate other children who are different.

 

 

Placement procedure
 

·        It will be the responsibility of the parent to inform the centre when completing the waiting list application form or upon orientation if their child has an additional need.

 

·        The Director (Authorised Supervisor) may request an assessment prior to any decisions about possible enrolment.

·        The centre will need to collect as much relevant information as possible about the child and family situation and obtain copies of any reports from professionals already working with the child.

 

·        The Director (Authorised Supervisor) needs to meet the child.

 

·        The Director (Authorised Supervisor) will organise a discussion with staff concerning the ability to cope within the centre and the opportunities the centre is able to offer to the child.  The following considerations will also be discussed and their impact of the child:

i)                    The physical environment in relation to accessibility, ramps, toilets etc.

ii)                   The possible effects of care and education for the child upon staff and other children at the centre in terms of the amount of individual attention required and the centre’s ability to meet the child’s needs.

 

·        If necessary, a meeting may then be arranged with the Director

(Authorised Supervisor), parents and/or other specialists to determine                             whether enrolment will be offered in the light of the benefits of the centre’s service to the child.

 

·        If enrolment is to be offered, it should be on a trial basis with a meeting of all involved after 4-6 weeks and should be held regardless of whether problems do/do not exist.

 

 

·        Meetings should be held on a regular basis thereafter.

 

 

Strategies, ideas and resources

 

·        The centre will evaluate whether the child care setting is providing “the least restrictive environment” for children with additional needs.

 

·        It may be necessary for the Director (Authorised Supervisor) to decide how well suited the centre environment is at the time of enrolment and discuss options, i.e. regular or part-time basis of care that will enable all children to profit from the involvement within the centre.

 

·        Staff will talk with families about their expectations for their child’s entry into child care, sharing information about their child’s strengths, needs and interests.

 

·        The ratio of handicapped to non-handicapped children will be dependant on staff ratios, facilities and resources available at the time.

 

·        The physical environment shall be carefully planned and as far as possible adapted so that each child with additional needs can move towards achieving a level of independence.

 

·        Staff shall become more aware of their own attitudes.  A conscious effort from the Director (Authorised Supervisor) will be made to help staff overcome their fears and biases so that they are able to make a real commitment to integration.

 

·        Staff will have access to training programs that will assist the integration of children with additional needs.

 

·        Consultative support from specialists groups will be sought to assist staff with integration and individual programming.

 

·        The centre shall ensure there is a carefully planned and adequate resourced and accountable program so that children gain maximum value from their inclusion in the program.

 

·        Each child will be recognised as an individual with unique capabilities and potentialities.

 

·        As far as possible, children with disabilities will see themselves reflected in the world around them by displayed pictures, toys, books, and role models etc.

 

·        Potential attitudes and expectations of all children (handicapped and non-handicapped) will be considered; all staff will give encouragement and support.
 

 

Strategies, Ideas and Resources continued

 

·        Parents will be encouraged to participate in the program and make contributions to decision making concerning their child.

 

·        Parents will have access to support groups where advice may be sought and/or share experiences and ideas with others in a supportive environment.

 

·        Recognition shall be given to the parent/s need for relief breaks from their children so that they may begin to meet some of their own needs.

 

·        Government assistance shall be sought where possible in the way of special grants.

 

IMPORTANT NOTICE
 

As part of the staffs’ Tertiary Education and experience we are trained to observe children’s growth and development.  In theory, children grow in age / stage association, sometimes children may not grow and develop at a rate within this spectrum.  In circumstances where the staff bring to the parent’s attention about their child’s development and recommend a specialist professional assessment we expect all parents to co-operate, make the appropriate appointment and share documentation of assessments/reports. 

 

“Ultimately, we have your child’s best interest at heart and only want what is best for your child in the long run.”

 

Should your co-operation be not forth coming in regards to your child’s development you will be placing your child’s enrolment at the centre at risk as the major concern will be the effect of care and education for your child, other children and staff at the centre.   

 

 

Version 1 ~ 2001

Version 3 ~ 2008