Inclusive pedagogical practice in early childhood settings

For this assessment you are required to prepare a REPORT, based on the following scenario:
You are an educator in an early childhood service with children aged 0-5 years. The children and families in your setting are diverse and as a result you need to ensure your curriculum and pedagogical practice is reflective and inclusive of this diversity. Currently you have 30 children attending across the week, and the additional needs situational context is three culturally and linguistically diverse (CALD) children Mandarin, Turkish and Arabic; two children with challenging behaviours ADHD & Oppositional Defiance Disorder; two children with speech and communication difficulties; one child with Autism; two children with disabilities Downs Syndrome and Cerebral Palsy; and three children with chronic health issues. Your report must address how you are going to work with your team, other professionals and families to develop an inclusive educational setting and curriculum that will facilitate, extend and enrich learning for all. It must also consider current government policy, legislation and funding; the National Quality Standards; the importance of quality improvement plans, IEPs, IFSPs, SSPs, behaviour management plans; pedagogical practices; curriculum development; and environment provision.

Report layout: ?
Part 1. Describe how you are going to work with your team and the approach to inclusion you are going to implement.
? Part 2. Identify current government policy, legislation, funding and quality standards you must consider.
? Part 3. Outline other professionals, organisations and support services you will need to have partnerships with. ?
Part 4. A completed inclusion improvement plan (IIP).(Please fill in the form I have attached) ?
Part 5. Describe the pedagogical practices and skills you will need in this learning environment.
? Part 6. Outline provision of an inclusive curriculum and environment for all the children in your learning environment.

Prescribed texts:
Cologon, K. (2014). Inclusive education in the early years: Right from the start. Australia and New Zealand: Oxford University Press. (Chapters 9, 10, 11, 12,17,18,19,20,21, 22, 23, 24, 25, 26)

Allen, E.K. & Cowdery, G.E. (2015). The exceptional child: Inclusion in early childhood education. USA: Cengage Learning. (Chapters9, 10, 13,14,15,16,17,18).

Early Childhood Australia. (2015). Draft position statement on the inclusion of children in early childhood education and care. Retrieved from

Darrow, A. (2011). Early childhood special music education. General Music Today. Jan 2011, 24(2), 2830. Retrieved from TAFENSW EBSCO database. #AN=67266363&db=f5h.

Australian Government, Department of Education and Training. (2013). Inclusion and professional support program guidelines 20132016. Retrieved from

Chan, M., Chng, A., Wong, D. & Waniganayake, M. (2015). Developing inclusive relationships among early childhood staff. Every Child, 16(1).
Giugni, M. (n.d.).

Inclusion through relatedness: Learning with. Retrieved from

Journals and other publications
Australian Journal of Early Childhood
Australian Social Work
British Educational Research Journal
Children Australia
Critical Public Health
Critical Social Policy
Critical Studies in Education
Early Child Development and Care
Exceptional Children
Global Crime
Independent Education
International Journal of Social Welfare
Journal of Comparative Family Studies
Journal of Health Psychology
Parent and Citizen Journal
Policy Brief
Principal Matters
Professional Educator
Social Policy Journal of New Zealand SPRC Newsletter