Problematic Scenario - Inclusion and Preschool

MyTime Penrith Peer Responses:

-            The problem appears to be with the centre if the child has no history of such behaviour. The behaviour is the result of needs being unmet and accommodations and inclusion needing to be furthered.

-            The focus seems to be on the child’s behaviour and child blaming. Better approach should be looking at the causes and what the preschool can do better in their practice to support the child with a disability. The approach should be to redirect as opposed to halting/stopping the behaviour. The latter does not provide an outlet for the child to express frustration. The child can be supported to have other avenues to express emotion. Going to climb, throwing ball etc. This can be modelled from educators as well as therapists. Therapists can teach the educators alternate best approaches if they don’t know what they are doing. Educators need to also educate themselves through professional learning through funding in the preschool. Parent can also provide what works at home as they know the child best and the preschool should be receptive to collaborate on a team effort response.

-            The approach to address the scenario should be a team effort from all stakeholders. Working collaboratively in the best interest of the child. Focus shouldn’t be on accusing but getting the best outcome for the child to thrive in the learning setting.

-            Recommended that the child’s trusted therapist – such as OT go into centre to observe what are some of the triggers for behaviour. This also gives another perspective on the scenario and more information for the parent. The OT can also make recommendations on how to better support the child to the educators using their expertise and knowledge of the child. It maybe a case that the preschool is lacking in inclusive training. However, preschool (regardless of government or independent) need to adhere to standards of practice re Early Childhood Learning Framework which covers disability inclusion. If this is not met and this is lacking than the preschool is not following policy.

-            Parent can also request to view video camera footage of the incidences to help understand the situation as such incidences should be investigated and documented. Peers found it concerning that incidences are not being documented and process is not followed on the preschool’s end. Discussion was had around perhaps the “exceeding” status reputation maybe a conflict of interest and it is impacting following of proper process.

-            Noted from peers that such status’ such as “exceeding” does not mean “exceeding” in supporting children with disability. Peers made mention that perhaps a practice of the preschool is to deter “high needs” children so they will go somewhere else, thus maintaining “exceeding” status. “Exceeding”, in this case, means providing education for those that will comply with the preschool’s practice – those that are neurotypical.

-            Peers suggested parent ask for time sheets of educators of when these incidences are occurring. Perhaps this may provide more context on the situation and whether a common person or persons are creating the trigger. This could help identify who needs inclusive training.

-            Noted that the situation with parent and preschool maybe not be as productive now. The preschool may perceive future meetings as a threat and likewise from the parent. Much preparation for the next meeting is needed on the parent’s end to best advocate for the child. Have therapists there as well as an advocate for the parent. This is to help the parent if they feel isolated and overwhelmed. Peers were concerned for the support and wellbeing of the parent who appears to be doing this on their own. Perhaps bring partner or a friend or someone who will stay focused on facts and will be in the meeting to steer towards productive solutions. Someone who will remove emotions and stick to the facts. Having dot points of key areas of focus and discussion is recommended.

-            Good to have an advocate person in the meeting to document as well as be a person to debrief after, to process what had transpired. This is to be clear on what occurred as well as support the wellbeing of the parent who is anxious and stressed. Having someone to speak to, that you trust, will provide comfort, validation and support for the parent.

-            The focus of the meeting is asking “how has the preschool improved on accommodating the need of the child with disability?” Therefore, it becomes a check-in on the preschool’s practice. It shouldn’t be “how has the child’s behaviour improved?” as this is child blaming and the child is not at fault. It also disempowers the parent in the process. The child is preschool age and has a chronic disability. Focus should be how can all stakeholder’s better support and resolve this situation and foster for this child to thrive in this setting.

-            Suggestions from peers was to remove the child and place them in a safe and welcoming space as it is coming across that there is little to no accommodations from the preschool. It is difficult to change systemic practice and long standing views. Any efforts from parent’s end has been met with resistance and lack of productive approach to support the child. There are 3 terms left and the child deserves the best start to schooling where they are safe, supported and can be who they are. Perhaps if the 2^nd meeting doesn’t go well then looking at alternate preschool might be best. Some members noted that post the 1^st meeting there should be improvement but to have reports of continued lack of support for the child which has resulted in aggression suggests the preschool’s lacking ability to improve.

-            Peers also suggested perhaps providing more options for the child to regulate, as perhaps chewy/chewing may not be enough if they are overwhelmed. Emotions can be intense. Other approaches perhaps can be explored and utilised for the child to regulate and deescalate when they are upset. Could involve physical movement, being wrapped/tight cuddle might help (weighted toy) etc. There are different sensory supports that can be offered, not just the one option. This is a space for exploration with an OT and the inclusion specialist at the preschool (if there is one).

-            Utilising the support of extra funding from Department of Education to assist. The more eyes on the situation will provide the parent with more perspective on the situation. The child is entitled to support due to the disability. The preschool must comply. Policy must be adhered to.

-            If there is no improvement of practice from the preschool end, reporting to local area manager would be the next step. Following would be reporting to ACEQUA about the preschool (https://www.acecqa.gov.au/). The carers load is heavy, but doing this process stops exclusion in ECEC and puts them on notice also. Noted from peers that the system deters carers from taking-action due to the heavy carers load. Actioning and reporting asserts carers voice and supports future children with disability at the preschool. It also deters exclusion from preschool and educators end in future.

-            Exclusion shouldn’t occur in the setting. The child has the right to be involved in group time to observe and learn that process. Educators need to consider inclusive practice to make that activity accessible – adjusting content (make it so the child can be involved with content they know - differentiation) and practice (consider different options and modes of delivery to support engagement of the child).

-            Peers also noted the time of the week as well. That child is attending this preschool setting at the end of the week. Is the child tired and needing more breaks/rest as they’ve had a big week? Also is there other contributing factors such is the child being hungry, needing to move more, being engaged in the learning, what are the circumstances during recess and lunch and before school, is there a particular activity or process that agitates them? Has there been changes in regular routine that might offset them? Perhaps the preschool needs to consider these factors in their practice when addressing their needs. Collaboration and relaying information between parent and preschool is key to supporting this.

-            Peers noted that it is strange that the child has historically thrived in a different setting with no issues and no such displayed behaviour. Peers deduced that, most likely, it is the setting and educators that need to adjust to the child’s needs.

-            Peers noted how great the therapists have been in supporting the child and the parent. Also praised the efforts of the parent doing their best for their child.