Enhancing Kindergarten Inclusion Support Services – Project report

Title: Kindergarten Inclusion Support Service and Teachers, Enhancing, Linking and Learning (KISS and TELL).

Anoo Bhopti, Ann Slater, Clare Boschetti.

Yooralla Early Childhood Services, Southern Metropolitan Region. 

Background:

Early Childhood services (ECS) appear to be in a transition phase from one set of ideas about difference, disability and exclusion to an emerging set of ideas about diversity, capability and inclusion (Moore, 2009). The inclusive model is based on a philosophy that all children and families belong to the community, and it is the community's responsibility to support and facilitate the development of all children and support all families. 

Kindergarten Inclusion Support services (KISS) for a child with a severe disability offers supplementary assistance to ECS to support initiatives for the inclusion of children with a severe disability into their kindergarten program. KISS and TELL' program is being offered to ECS staff within their local 4-year-old kindergarten programs to enhance inclusive practices. 

Research Project:

Aims:

Ø  To evaluate the effectiveness of the 'KISS and TELL' program

Ø  To provide a platform for kindergarten teachers to share their experiences of inclusion 

A qualitative study was conducted with 10 participants (teachers within 4-year-old kindergarten programs) through focus groups, questionnaires and interviews. These groups and interviews were repeated after 10 - 12 months.

2 – 3 GAS (Goal Attainment Scaling) goals were drawn with each participant. Resources were sourced and compiled to develop a comprehensive resource for the teachers.

Conclusions:

Ø  The study concluded that provision of support was effective in the group and assisted them through strategies, support and resources to facilitate inclusion within their natural settings.

Ø  All 10 participants recorded a significant change in their goals Participation by all children was a common theme to achieve inclusion.

Ø  Lack of time was the biggest barrier towards implementing strategies.

Implications:

The study makes a small contribution towards the need for support and training for kindergarten teachers within the mainstream to support inclusion. It highlights the barriers and challenges faced by teachers in preschool.

Contact:

Clare Boschetti
Group Manager Children services Southern Metro Region
E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.