TEAC7153 INCLUSIVE EDUCATION:

PRACTICES AND PRINCIPLES

MODULE 3 – FAMILY-CENTRED PRACTICE

TUTORIAL
ACKNOWLEDGEMENT OF COUNTRY

I would like to acknowledge

traditional custodians of the land
on which we meet and honour
with respect and esteem the
Elders both past and present of
the Darug people. I extend this
respect to other Aboriginal
peoples present.

Mina Mina Dreaming” by: Betsy Lewis

From http://aboriginalartcollection.net/pressRelease4-11opening.htm
 SEMESTER OVERVIEW
Beginning
Week

7/3 14/3 21/3 28/3 4/4 11/4 18/4 25/4 2/5

Day 1 2 3 4 5 6 7 8 9

Mid-Semester break
Tuesday, Wednesday or

Assignment 1 & 3
Assignment 2
 
Thursday

Key:
Face to Face or Independent study Assignment due
Zoom Tutorial learning modules dates

Note: Each week complete the learning module prior to attending the tutorial and then post the TO DO.
UNIT LEARNING OUTCOMES
After successful completion of this Unit, students will be able to:
1. Analyse theoretical, ethical, philosophical, legislative and policy frameworks underpinning
inclusive practices.
2. Reflect on how community and personal assumptions, values and attitudes influence
interactions, pedagogies and the provision of high-quality inclusive environments.
3. Critically assess the enablers and barriers to play and learning which facilitate access,
meaningful participation, and social inclusion.
4. Apply knowledge of development, learning and dispositions to identify and refer
children/students who would benefit from educational and community support services.
5. Design inclusion plans, personalised learning programs/ lessons, and differentiated
curriculum, in partnership with families and other stakeholders, that promote
authentic learning experiences, coordinated transitions and continuity of
learning.
6. Create responsive physical and social environments, incorporating technology and resources
that facilitate health, wellbeing and inclusion.
* Bold indicates this week’s focus
IN THIS TUTORIAL

 Australian Professional Standards for Teachers

 Ethical practices
 Discuss socio-cultural contexts - working with children with disabilities and
their families within their communities
 Apply skills to raise concerns with families using family-centred practice
EARLY CHILDHOOD
PREPARATION FOR THIS WEEK

1. READ: Fialka (2001) The Dance of Partnership: Why do my feet hurt?

2. READ: Cologon (2014) Inclusive Education in the Early Years Chapter 9 and 11;

3. Watched: multimedia on vUWS.

READ APPLY
PRIMARY AND SECONDARY
PREPARATION FOR THIS WEEK

 READ: Fialka (2001) The Dance of Partnership: Why do my feet hurt?

 READ: Chapter 14 Mann, G., Hodge, N., Runswick-Cole, K., Gilmore, L.M., Mavropoulou,
S. & Fleming, K. (2020). Developing productive partnerships with parents and carers. In L.
Graham (Ed.)., Inclusive education for the 21st century: Theory, policy and practice (pp. 336-
357). Allen & Unwin.

 Watched: multimedia on vUWS.

READ APPLY
THE DANCE OF PARTNERSHIP – 5 DIMENSIONS:
In small groups (8) discuss the
reading: What stood out for you?
As a teacher how might
1. Do you wanna dance? this influence the way
you interact with
2. Too close for comfort families?

3. Will the real partner(s) please come forward?

4. Who’s leading this dance?

5. Do you hear what I hear?

Fialka (2001) Why do my feet hurt?

Cologon (2014, p.175)
JOB READY

In pairs, respond to the following scenario:

You are being interviewed for a new teaching position.You are asked:

 How will you meet ATSIL Australian

Professional Standards for Teachers
7.3 and 7.4?
 What are the benefits of working in
partnership with families?
 How is FCP different to parent
involvement?
 What strategies will you use to
engage with families? (refer to the
learning module and readings)
https://www.aitsl.edu.au/tools-resources/resource/engaging-parents-
and-carers-illustration-of-practice
ACTING ETHICALLY

 Ethics is underpinned by values.

 There are no “right” answers to ethical dilemmas.
 After careful consideration of the issue using ethical principles, we need to be able to
stand up and articulate a sound set of reasons for pursuing a course of action.
Principles
Respect for autonomy - Autonomy involves each person deciding what is best for himself or
herself.
Fidelity - Fidelity means remaining faithful, trustworthy, honest and true.
Benefit - This means doing what is good, or beneficial.
Justice - This principle supports fairness, for the child, for the family, for society.
Privacy and confidentiality – This means keeping information safe and not sharing information
without permission.
Informed Consent - People have the right to complete and unbiased information on which to
base decisions.
ETHICAL PRACTICE:
As a teacher
DISCUSSION: TALKING ‘ABOUT’ FAMILIES what will you
‘say and do’ that
demonstrates
Imagine respect for
families are families?
always
listening

How will you address this in the staff room?

Identify 5 ethical practices
Professionals speak of a family in the same manner, whether or not the family
is present.
In other words if a professional staff member is unwilling to address an issue
with the family, he or she does not discuss the issues with other staff.
(McGonigel et al 1991, p.37)
WORKING IN PARTNERSHIP WITH FAMILIES

 We need to be aware of
 Who has the knowledge?
 Who is confident in the relationship?
 Who is powerful in the relationship?
 Who is being listened to?
BUILDING RESPECTFUL RELATIONSHIPS WITH FAMILIES

 When teachers or professionals say ‘a parent is in denial’ what are they

really saying?
 Listen to Jennifer and her thoughts about this way of talking about families.
 What you are your thoughts?
JENNIFER TALKS ABOUT FAMILIES BEING IN DENIAL
IN THE MODULE WE LOOKED AT KEY PRINCIPLES OF FCP

 Consider the needs, priorities and strengths of all family members.

 Support the family to make decisions by providing comprehensive readily accessible

information in a way that is is respectful of, and responsive to, family diversity.

 Demonstrate teamwork with workers from other agencies, to develop a coherent and
consistent approach in support of the family.

 Enable families to identify the ways in which they themselves, rather than the experts are
making a difference for their child;
 Develop partnership in which both the family and professional contributions are valued
and respected, with the family acknowledged as the primary stakeholder.

Salter, Johnston and Lunn (2005)

ACTIVITY: GROUPS (6)

 Identify 8 strategies that will enhance communication between you and

families
 How will you build a positive respectful relationship with families?
 Refer to the readings and the videos you watched from the learning module.
 Be ready to use these skills in the next activity.
NEXT:

 Now watch these next two videos

NICOLE:
THE IMPORTANCE OF WORKING IN PARTNERSHIPS WITH FAMILIES

Play to pause Discuss: What can we learn from families? then to 1:50
STACEY TALKS ABOUT PARENT PARTNERSHIPS IN SCHOOL
NEXT:

 In this week’s learning module, you watched Dr. Tim Moore

speak about FCP. Did the two videos mention some of the key
points that Dr. Tim made? If so, what were they?
TALKING WITH FAMILIES

 What has happened since last time we talked?

 Tell me more about....
 What information do you have which would help us plan for.......?
 How is ...influencing your family’s everyday activities?
 How does this fit with what you expected?
 How did that situation look like for you?
 What do you think might be going on for her when she…..?
 What would you like me to do/know more about....
 What information do you need from me?

Dunst, C.J., Trivette, C.M. and Deal, A.G. (1994). Supporting and Strengthening Families
Volume 1 Cambridge: Brookline. (p.100)
TO RECAP

Ways we can nurture positive relationships between parent and child/student:

 Focussing on the family’s strengths
 Acknowledging and valuing positive interactions between parent and
child/student
 Building a rapport with the family, so that relationships can be discussed without
any sense of judgement
 Avoiding any show of being the ‘expert’ who makes the parent feel inadequate
by comparison
 Offering suggestions that are achievable and are in line with family priorities
 Supporting the parent to get involved in activities the child/student enjoys
 Playing a role in linking the family with the community in ways that are
supportive of their wellbeing as individuals, as well as a family unit.
ASSIGNMENT 3:
LEARNING ABOUT FAMILY PRIORITIES DURING
PROFESSIONAL EXPERIENCE

How will you approach the case study (assignment 3) family?

 Speak to your mentor teacher about the protocols around pre-service teachers interacting with families;
 Ask permission to sit on any parent/teacher interviews, respect the teacher’s experience. Some families will
welcome your involvement, others would prefer for you not to be there;
 Remember that you are bound by professional standards and code of conduct, respect privacy and
confidentiality.
 Be respectful, ethical and to establish
With permission
 Build a relationship - firstly, spend time developing relationships - smile, tell families about specific positive
experiences you have observed during the day. “Today I saw ‘Tom’ playing with …..They were laughing
about ….. And then they……
 Read the child/student’s file and any notes;
 Ask the family to nominate a good time to talk;
 Find the right place;
 Respect the amount of information they decide to share;
 Maintain confidentiality at all times.
TALKING TO FAMILIES ON PROFESSIONAL EXPERIENCE

 Ask parents if they would be willing to share a little about their child. I want to plan
for your child’s interests and preferences and it would be good to hear from you.
When would be a good time to do that?
 Ask the parents about their child’s play preferences, what do they like to do at home,
when do they play with others, what do you enjoy doing together as a family?
 Can you tell me a little more about your child? What do they do well?
 What is your child learning about or learning to do at the moment?
 Are there some things your child finds hard?
 Are there other people/professionals supporting your child’s learning/development?
What is important for me to know about their involvement?
 What do you hope your child learns whilst at the ECEC setting?
 Is there anything else you would like me to know to help me support your child’s
learning and play?
ASSIGNMENT 2 PREPARATION
HAVE YOU LOOKED IN THE ASSIGNMENT 2 FOLDER?
A POSITION PAPER REQUIRES YOU TO TAKE A STAND
NO SITTING ON THE FENCE
WHERE DO YOU STAND?

All children should be able to

have a Facebook account if
they want one.
WHERE DO YOU STAND?

All learners with disabilities should

be included in educational settings.
YOUR POSITION – AN EXAMPLE

In small groups identify your position for the following statement:

All learners with disabilities should attend their local school and
learn alongside their peers.

 On a blank document – divide the document into 2 columns

 Develop an argument for both sides (Should and should not)
 Refer to the policies and positon papers you bookmarked in the Assessment 1
folder
 Justify your position
 Be ready to share
NOT SURE ABOUT SOMETHING?
TAKE A MOMENT TO POSE A QUESTION ON THE DISCUSSION BOARD!
BIBLIOGRAPHY

Ashman, A. & Elkins, J. (2012). Education for inclusion and diversity. Frenchs Forest, N.S.W. : Pearson Australia.
Cologon, K. (Ed.). (2014). Inclusive education in the early years: Right from the start. South Melbourne, Victoria: Oxford University Press.
Cook. R.E., Klein, D. & Chen, D. (2012). Adapting early childhood curricula for children with special needs. (8th ed). Upper Saddle River, N.J. :
Pearson.
Early Childhood Australia & Early Childhood Intervention Australia. (2012). Position statement on the inclusion of children with disabilities in early
childhood education and care. Retrieved from http://www.disabilityinclusionstatement.org.au/
Early Childhood Australia & Early Childhood Intervention Australia. (2012). Position statement on the inclusion of children with disabilities in early
childhood education and care. Retrieved from http://www.disabilityinclusionstatement.org.au/
Guralnick, M. (ed.) (2001). Early Childhood Inclusion: Focus on change. Baltimore, MD: Paul H. Brookes.
Hollo, A. (2009). Early Childhood Intervention Practitioner Competencies Retrieved from Early Childhood Intervention Australia (Victoria
Chapter) http://www.eciavic.org.au/documents/item/24
Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives.
Journal of Early Intervention, 33(4), 344-356. doi: 10.1177/1053815111430094
Salend, S.J. (2011). Creating inclusive classrooms: Effective and reflective practices (7th ed.).
Salter, G., Johnston, C., & Lunn, H. (Eds.). (2005) Does this child need help? Identification and Early Childhood Intervention. ( 2nd Ed.). Sydney: ECIA
(NSW Chapter).
Sandall, S.R. & Schwartz, I.S. (2008). Building blocks for teaching preschoolers with special needs. (2nd ed.). Baltimore, MD: Paul H. Brookes.
Siddiqi, A., Irwin, L.G. & Hertzman, C. (2007). Total environment assessment model for early childhood development (TEAM-ECD). World Health
Organisation’s Commission on the Social Determinants of Health. Retrieved July 17, 2009, from
http://www.earlylearning.ubc.ca/globalknowledgehub/documents/Evidence_Report-Total_Environment_Assessment_Model_for_ECD.pdf
Winter, S.M. (2007). Inclusive early childhood education : a collaborative approach. Upper Saddle River, NJ : Prentice Hall Higher Education.