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Barriers include the teacher and the other children, also the parents of the other children in the centre. Their opinions have effected how the children feel about the boy and how he should be included.
The teachers actions are encouraging exclusion and making children feel like comments such as that are ok to be said.

We could refer to Te Whāriki when challenging this exclusionary practice as it talks about enabling all children to learn with and alongside their peers.

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What are the barriers to play, learning and participation for the child?
- The teachers view on their own ability to support diversity.
- The social environment isn't equipped to include them (negative attitudes, values, beliefs).

Legislation that can be refered to:
- Te Whāriki: "Offering an inclusive curriculum also involves adapting environments and teaching
approaches as necessary and removing any barriers to participation and learning." (p. 13)
- Our Code, Our Standards: Manaakitanga value, treating all with respect and dignity.  Also the 2nd professional responsibility, pt. 5: 'promoting inclusive practices to support the needs and abilities of all learners."

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Barriers:
Firstly we discussed how the child has just as much of a right to go on the field trip as the other children.
- The main barrier would be different teacher perspectives
- If the field trip is not suitable for all children, then this should not even be an option.
-The child is apart of the team therefore it would not be mana enhancing if the child was left behind. Kaiako have a responsibility to make the curriculum suitable for all children.
-As stated in Education and training act 2020 children who have special educational needs still have the same right to receive quality education and experiences.

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Barriers to play, learning and participation:
- People may percieve him as different because they're ascribing to a normative understanding- the child may experience issues with belonging because of the teachers understanding.
- The family's wishes weren't supported.
- The teacher is taking away his rights.

Legislation, policy or other documents we can refer to:
- Child's rights (UNCROC) -Rights to education - the right to learn
- United Nations Convention on the Rights of Persons with Disabilities
- Te Whāriki - Strand 2|Belonging: "Feeling that they belong contributes to their wellbeing and gives them the confidence to try new experiences."
- Education Regulations (43:1a, b, c, 43:2)
- Education Act (Section 8)
- Human rights Act (1993 Section 57, 1992 Section 60)

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- Barriers within the child family who excluded the other child's as they have preconceived ideas about the child with cerebal palsy which are being brought into the school
- The child with the disability is being excluded from participating in play
- Barrier is that the teacher does not have the resources to know how to support the child or how to talk to other children with pre-conceived ideas. Could not uplift or enhance their mana or have pedagogical practices.
- Preamble C of UNCRC Person's with disabilities - reaffirming, and guaranteeing their full enjoyment without being
discriminated
- provides a positive learning experience (the teacher wasn't showing this) Education (Early Childhood Services) Regulations 2008
- Te Whāriki responsibilities of kaiako "to be inclusive and enable all children to learn with their peers"
- Should be incorporating the values of Our Code, Our Standards

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Alisha, Bella, Belinda, Brenna, Kate, Learna 

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Alisha, Bella, Belinda, Brenna, Kate, Learna 

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One barrier we identified is the kaiako refusing to trial Harry moving from under 2s. She is creating a barrier around extending his learning and development. She is preventing him for moving with his peers, this interferes with the relationships he has built and also effects his self esteem. There was no open discussion with whānau and her decision alone. This wasn't made a centre decision, and didn't allow for other perspectives or ideas.
Te Whāriki is an inclusive curriculum document, stating all children should feel welcomed, and celebrated in the ECE centre. Children should all be seen as compadent and capable. Humans Rights Act 1993 section 57 states the education establishment can not fail to admit a child as a student less capable than others. This kaiako is breaking this by not allowing the child to progress with other peers. Convention for disabilities also promotes full partisipation for people with disabilities. By not allowing this child to move forward as well as limited discussion with the family and whānau kaiako are not honouring this.

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barriers include a lack of community within the parent relationships, the discourse other parents use in talking about the boy, exclusion from other tamariki, teacher ignoring the comment that tamariki made.

Uncroc, highlights that he has a right to participate in education and to be free of discrimination. Te whāriki highlights the role of Kaiako to be inclusive and of high quality teaching, this includes supporting tamariki to build relationships with each other. our code our standards highlights the legislative and professional responsibilities to the teaching profession to align with appropriate standards.

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Scenario 1:
Peter is about to start at your early childhood centre. Group Special Education can provide an education support work for 20 hours per week only. Peter’s parents would like Peter to attend from 8.30-3.00 each day. However, there is not enough funding to cover full-time support for Peter. Because of the severity of Peter’s disability, management decide that Peter cannot attend when there is no support person present. (Peter can attend during non-funded hours if a family member stays with him or if the family pays for additional support hours).

1. Identify the barrier(s) to play, learning and participation for the child
with disabilities and his/her family.
• The centre itself/ their collective attitude
• The funding and support provided is limited
• Not having enough staff members on the floor to support, so he can attend the hours that aren't funded for.
• The resources can limited
• Their moral compass
• Policy could be barrier where it does not disclose ways and strategies to guide kaiako in supporting Peters condition.
2. Which legislation, policy or other documents could you refer to when
challenging  this exclusionary and/or discriminatory practice
• Regulation (2008) obtain information and guidance from agencies with expertise in early childhood learning and development, to the extent necessary, to support the learning and development of enrolled children; and work effectively with parents and, where appropriate, family or whānau.
• OCOS (2017) states that teachers have a commitment to learner in promoting inclusive practices to support the needs and abilities of all learners.
• Te Whariki (2017) states that teachers should be able to support diversity of children and promote an inclusive environment, all involved in a centre should be included. With not allowing Peter to attend full days he may not be included in some potentially important daily curriculum he may miss out which is not inclusive.