A New Model to Enable Children With Disabilities to Access and Fully Participate in the Early Childhood Care and Education Programme
Today, the Minister for Children and Youth Affairs, Dr Katherine Zappone TD introduced a new model to enable children with disabilities to access and fully participate in the Early Childhood Care and Education (ECCE) Programme, also known as the free pre-school year.
The Access and Inclusion Model (AIM) is a child-centred model, involving seven levels of progressive support, moving from universal to the targeted, based on the needs of the child and the pre-school provider. The model will offer tailored, practical supports based on need.
It is being introduced from today to allow parents and service providers to apply for supports under the model so that they can plan ahead for enrolments from September 2016.
Please find attached the AIM information leaflet and the Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education and further details in relation to AIM can be found at www.preschoolaccess.ie
EDeNN and Start Strong Present Making A Difference Video Series
The second video of the series presents Patsy Baissangourov, Debbie O’Callaghan, Anne Marie Williams, Suzanne McDonnell and Loretta McDonagh share about their experiences with the EDeNn training. If you are interested in completing the training Contact Us.
He korero, he kaupapa, he whāriki – Kia tipu whakaritorito: Re-weaving theories and practices to re(construct) critical questions, new imaginings and social activism
Wairakei Resort – Taupo, New Zealand • October 30-November 3, 2016
See more at: www.receinternational.org
Reconceptualizing Early Childhood Care and Education Critical Questions, New Imaginaries and Social Activism: A Reader
Reconceptualizing Early Childhood Care and Education is a foundational text, which presents contemporary theories and debates about early education and child care in many nations. The authors selected are leading contributors in discussions about critical early childhood studies over the past twenty years; the editors are long-time scholars in the reconceptualizing early childhood movement.
This book compares ways in which children’s rights in, to, and through education, formal and informal, are viewed and implemented in a variety of social and political contexts, aiming to shed light on how policies and practices can improve equal access to high quality education in an environment which is respectful of children’s rights. Chapters focus on understanding the opportunities for and challenges of addressing children’s rights to participation and to inclusion.
Ann Halligan (Mayo) has just returned from Pristina in Kosovo having delivered and EDeNn Diversity and Equality Training and Persona Doll Training for Save the Children. The training was delivered to partner organisations working with and from Roma, Ashkali and Egyptian backgrounds. The aim of the training was to support teachers, childcare workers, home visitors and social workers to address diversity and equality issues and work with the Persona Dolls.