Inclusion Policy

  • We believe in providing an inclusive safe and stimulating environment that is fostered from staff maintaining a warm, caring relationship that builds trusting relationships with each child and gives thoughtful attention to each child’s needs. Our care is based on a nurturing attitude that is expressed through;

    • Respecting each child and his or her abilities

    • Fostering intellectual, social, physical and emotional development

    • Developing positive attitudes through positive experiences

    Our age-appropriate, play-based programs enable children to explore interest areas at their own pace with our trained skilled professional educators who have special qualities needed to work with young children. Children will be provided opportunities where play is self-directed and guided.

    With a shared commitment to providing the best opportunities and outcomes for children’s development, you can be assured that your child is being well cared for in a happy, healthy and inspiring environment.

    We recognize the importance of connecting and sharing information with each family to identify individual needs, set goals, and receive feedback … and to let you know just how your child’s day has been.

    From formal parent-educator meetings to informal daily chats, we endeavor to keep parents fully informed of their child’s progress and to establish open lines of communication. Our educators maintain a portfolio for each child including photos and work samples along with developmental observations.

    Newsletters, e-mail updates, notice boards and the center website also help to keep families up-to-date about all the news, activities, events and other relevant information about the center.

    We encourage the parents and the Early Childhood Educators to work together to ensure continuity of care, and a safe, positive experience for the child.

    We believe it takes a village to raise a child, and we are committed to providing excellent early childhood educational opportunities to the children of our community.

  • Access

    Community Inclusion

    • All children are able to attend in typical activities in the community. A child’s additional support needs to not hinder a family’s ability to enrol in any program. It also means that families with a child with additional support needs have access to the number of hours and days of attendance available to every family.

    • All children are welcome and bring value to our program

    • Our program supports the full inclusion of children who require additional support because of a physical, cognitive, social or emotional need.

    • We keep in contact with our child development counsellor who refers families with children with additional support needs to our program.

    Inclusive Environment

    • The physical environment is set up to consider the unique needs of each child. Areas are accessible to all of the children.

    • Our indoor space is arranged so that all children can access our learning stations easily and freely. Materials and supplies at the stations can be used by all children based on their abilities, interests and needs.

    • Staff observe the children on a regular basis to ensure that their needs are being met. We make changes to our daily program as required to meet the needs of each child.

  • Meaningful Participation

    • nclusion encourages the development of real relationships, a sense of belonging for all children and respect for dignity and equality. Children of all abilities learn from each other. Experiences and routines are adapted so all children can participate actively and meaningfully. Supports when required, are provided in natural environments with peers.

    • Opportunities are provided for all children to participate in social free play and routines in order to develop relationships with others throughout the day.

    • Staff are dedicated and flexible in their programming approach and provide learning opportunities whenever possible. We believe that each child deserves an environment and experience that promotes growth in all areas of their development.

    Individual Early Learning and Child Care

    • Field trips or special visitors to the centre are planned so that all children can attend and participate in the activities that are planned. Each child is unique with a range of abilities and variety of needs. Each child’s abilities are considered and their needs are met so everyone develops to their fullest potential. This is done with a supportive, caring and respectful approach that builds on each child’s strength

    • Staff observe children’s play on a daily basis to identify the abilities and needs of each child. We use program approaches that best meet the needs of each child and their family.

    • The number of large group activities are limited throughout the day so all children can actively participate in the experience provided. Most stations are creaed for two – three children to interact successfully.

    • Sensory toys for children are available during large group activities and the length of the activity is shortened when the children are showing signs of disinterest Sensory toys and activities are placed around the Centre so that children are able to access them throughout the day.

    • Several stations have been designed to allow children to have private and alone time. Rules have been posted notifying the children that the particular station is for one (1) child play only. The rules are enforced in a gentle manner by staff.

  • Family Centered Practice

    • Our policy and practices consider the desires of each family. We support families by ensuring their child’s development and needs are recognized so each family can make appropriate choices for their child. There is acknowledgement and respect for the priorities the family has for their child. Families are encouraged and supported to make decisions about early intervention options.

    • Staff speak to each family member at the time the child is being dropped off and picked up. We share information about the child’s day, display artwork and communicate in an individual log book for each child.

    • We let parents be the first to discuss the successes of their children during individual meetings.

    • Resource materials are available to parents in the form of a lending library.

    Collaborating Among Partners

    • Outcomes for children improve when the relationships among partners are based on trust and respect and supports are co-ordinated and complimentary. Parents are recognized for their understanding of their child. Professionals, including staff or the provider are recognized for their experience a knowledge of child development. When these partners work together and communicate openly, goals are set for the child and appropriate supports can be planned. Existing supports and community resources are used and adapted to meet these goals.

    • The desires of the family, the needs, abilities and interest of the child and the knowledge of professionals are used to create the individual program plan. We respect and value input from parents and encourage them to be part of the decision making process for their child.

    • We support families by consulting with early intervention professionals.

    Staff Supports

    • Staff or the provider need training and resources to be effective at including all children while meeting individual needs. Professional development focuses on flexible practices for al children such as workshop or inclusive social play. Staff or the provider may also need specialized training for specific procedures required by individual children. For example, an Occupational Therapist may provide hands on instruction on the appropriate lifting techniques for a child with limited mobility. The Director supports staff in responding to the abilities and needs of each child.

    • Staff are required to complete a specific number of hours of professional development each year. Some of these hours are devoted to inclusion

    • Medical procedures required for each child are taught to staff by a registered nurse or other health care professionals.

    • We work with parents and professionals who have valuable knowledge and expertise to share with us and each other.

    • We are committed to learning more about children with additional support needs and full inclusion is part of our annual training plan.

  • Inclusion is more than just a child’s presence. It ensures active, meaningful participation by every child in the daily program and with one another. How this occurs will be different for each child, based on individual abilities and needs. All children are valued, should have friends and feel they belong. When children are meaningful included, everyone benefits. Children, parents and staff have a better understanding and appreciation of individual differences, everyone learns with and from one another and there is acceptance and respect for and from each other.

    Board Approved March 10, 2010 Reviewed: July 2016