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Sit with palms up and mirror facial expression - invites children to engage if they would like to.

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Giving labels and offering support. Amygdala bottle - google this for ideas. Recognise triggers and try to prevent escalation.

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These really help celebrate success and progress

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Mindset that parents have best intentions at heart - relational conversation starters first
Start with strengths and celebrating progression before getting to the challenges
What options and other advice could parents be seeking?

If we have the 'parents are in denial' mindset it will trip us up and won't help with inclusion strategies.

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A better language than inclusion support officer - overall lower the ratios, all adults should have relationships with all children.

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Children will be one year older - we need to meet children where they are if we are to support growth in skills. We are preparing children for life, not just prep. If expectations are far too high then we are setting children up for failure.

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Different systems for stand alone kindles and childcare centres. KU services is the organisation that won the tender for providing inclusion support to kindies. There is an online portal. Funding isn't just for additional educators (this is a better language than talking about inclusion support educators) but can be used for other things like learning resources or training for staff.

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Team communication and working together matters

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Team communication and working together matters

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No one staff member should be wholly responsible for a child or their learning alone

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Quiet spaces are good so that children can choose to use them when they need to.

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Relationships are key - what are the main interests of the child? These can be used as the context to support learning goals.

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Which families are missing from our service? 

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Which families are missing from our service? 

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Does this tell you something about how inclusive your service is? What is the community perspective of your service?

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What is visually present to make everyone feel like they belong? Different cultural visuals etc - what is the reconciliation action plan? Do we do acknowledgement of country? See Early Childhood Australia resources and Starting Strong website of the department.

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Barriers to inclusion - what are they and how do we address them? These may exist in the learning environment or in the programming.
Key considerations
1.- group times - does everyone need to participate at once? Why? Does this really need to be the strategy if the learning goal is paying attention and engagement - could this be done in small groups? What are the children's needs?
2. Inside and outside play - do these times need to be rigid and timetabled? How does it work for children who have sensory needs when everyone has to be in the same place? Can they both be used at the same time? Can students choose?
3. Visual cues for all children like visual schedules and using for communication. First xxxx, then xxxxx, cards to help with choices.
4. Is the environment too stimulating - are there places and times that support children to help self-soothe and have a calm time.
What educational adjustments are needed?

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Funding seems to be a critical issue - is this really the case? Is it becoming increasingly more difficult to access funding? Are there some good sources to find out more about the funding situation? How do the timeframes work for this - does it take a long time to secure additional funding? How does this play out?

Answer - things have improved. DISK funding and KU services. There are some new general buckets of money to support through DET. The conversation is continuing and things are changing. C&K provides additional support regardless of external funding. There are many things that can be done without additional funding to support inclusion.

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Do all centres have an inclusion support facilitator?

Answer - yes, Long Day Care centres see post on funding and KU