CQUniversity Unit Profile.

Level 2 AI Planning is permitted for this task. 

Government policy is underpinned by a commitment to providing equitable access to high-quality education that is free from discrimination for all children, including those with special needs and/or disabilities. Further to this, the goals of the Alice Springs (Mparntwe) Declaration commit to encouraging children themselves and parents, carers, families and the broader community to hold high expectations for improving educational outcomes and reducing the effect of disadvantage caused by disability. You are required to select an early childhood policy that contributes to improving outcomes for children with special educational needs, including children with disability and complete your analysis. Suitable policies for this task may include: 

Early Years Learning Framework; 

QKLG – QLD Kindergarten Learning Guideline; 

National Quality Standard. 
 

The analysis is 2000 words and will explicate and discuss the following:
 

• the history of the policy
•  the values and beliefs privileged in the policy 
• justifications for policy implementation 
• dominant images evident in the policy 
• whose interests are privileged and or silenced in the policy 
• key stakeholder roles for policy implementation 
• accountability measures for implementation 
• management of implementation and accountability 
• ethical considerations 
• implications for practice including strategies for inclusion and participation of young children with special needs and/or disabilities in mainstream settings

Assessment Criteria:
Criterion 1:
Access and evaluate an early childhood policy describing: The historical social values and contextual issues that have shaped the policy related to access and participation of children with special needs; in addition to the underpinning legislative requirements and the resulting dominant images of children with special needs.

Criterion 2:
Examine policy to identify and discuss:
Whose values, beliefs and interests are privileged and silenced; how these are used to justify the policy implementation and any research of how students learn and this informs the implications for teaching (Australian Professional Standards for Teachers 1.2).

Criterion 3:
Reflect upon and consider the professional ethics related to the policy in terms of:
The role stakeholders play in practicing the key principles described in the codes of ethics and conduct; including the application of accountability measures (Australian Professional Standards for Teachers 7.1).

Criterion 4:
Develop and recommend implications for practice:
Based on the knowledge and understanding of the physical, social, and intellectual development of students (Australian Professional Standards for Teachers 1.1); that includes strategies for involving parents/carers in the educative process (Australian Professional Standards for Teachers 3.7) and strategies for inclusion, differentiation and participation of young children with special needs and/or disability in mainstream settings (Australian Professional Standards for Teachers 1.2, 1.6).

Criterion 5:
Academic detail:
Student presents information in accordance with accepted academic conventions including spelling, grammar, paragraphing and accurate use of APA style and APA referencing.

Referencing Style: American Psychological Association (7th Edition)

Submission: Online

1. Learning Outcomes Assessed:
   1. Access, evaluate, and report on professional literature that supports the development of policy related to access and participation of children with special needs in early childhood education and care services 
   2. Explicate the contextual issues and underpinning social values that propelled the development of policy for young children with special educational needs
   3. Analyse the representation of children with special needs in policy documents
   4. Engage with literature and professional ethics and responsibilities to reflect on stakeholder roles, implementation issues, and implications for the practice of policy in action
   5. Describe and discuss the implications for practice that are derived from the central concepts/values/principles embedded in the policy

Level 2 AI Planning is permitted for this assessment task.

You are required to access a policy and procedure document from an early childhood education and care service that contributes to improving outcomes for children with special educational needs, including children with disabilities; and investigate the role professional literature, ethics, and stakeholders played in the policy development. You will analyse the policy, and accompanying procedural document if applicable, to identify and describe the central concepts/values/principles embedded in the policy.

In addition to this, you will interview an early childhood teacher from that service about their understanding of the policy, any implementation issues and implications for practice, not only for early childhood professionals, but also for children, parents, carers, families, and the broader community. Guiding questions for the interview are:

• What role did professional literature, ethics, research and the various stakeholders play in policy development?
• What key messages from the policy document influence your practices in implementing inclusive practices to support student participation and engagement in the classroom activities?
• How did you learn about the policy and the implications for your teaching practice and work with families?
• How does the policy and procedural document support your work with students with special needs and their families?

You will describe the teacher's understanding and implementation of the policy and begin to draw conclusions about the ways in which the policy values children's empowerment and engages them, their families and communities in creating a sustainable learning environment that is responsive to the child's needs and rights. 

Finally, you will develop recommendations for policy review drawing on the central concepts of agency, democracy, social and cultural responsiveness, equity and respect for diversity.

Assessment Criteria:

Criterion 1: Analyse the organizational inclusion/special needs policy; Provide insights related to the role professional literature, ethics and stakeholders played in the policy development; Identify the central concepts / values /principles embedded within the policy, and the influence this has in supporting inclusive student participation and engagement in classroom activities (APST 4.1); Identify connections between the relevant legislative, administrative and organisational policies and processes required for teachers (APST 7.2)

Criterion 2: Examine the procedures derived from the policy; explores implementation issues and implications for relevant and appropriate sources of professional learning for teachers (APST 6.2) to inform and support the development of effective partnerships with families which are sensitive and confidential (APST 7.3); 

Criterion 3: Research teacher understanding of policy; identify the impact on children, parents, carers, families and the broader community, and the opportunities for these stakeholders to work together to create a sustainable learning environment that is responsive to the child’s needs and rights.

Criterion 4: Develop recommendations for policy review which include strategies to facilitate child participation in building a sustainable, democratic, equitable and just society and critically reflect on the child’s perspective; A broad range of strategies for involving parents/carers in the educative process (APST 3.7); a rationale for continued professional learning and the implications for improved student learning (APST 6.4).

Criterion 5: Academic detail; Student presents information in accordance with accepted academic conventions including spelling, grammar, paragraphing and accurate use of APA formatting and APA referencing.

Submission: Online

Referencing Style: American Psychological Association (7th Edition)

Level 2 AI planning is permitted for this submission.

Learning Outcomes 
Assessed:

1. Engage with literature and professional ethics and responsibilities to reflect on stakeholder roles, implementation issues and implications for practice of policy in action
2. Describe and discuss the implications for practice that are derived from the central concepts/values/principles embedded in the policy
3. Justify the importance of strong partnerships between children, parents, carers and families, and the broader community in creating responsive and healthy early childhood environments and contributing to sustainable futures
4.   Identify and implement strategies to facilitate child participation in building a sustainable, democratic, equitable and just society and critically reflect on the child’s perspective