About these guidelines

The model of supports called AIM – the Access and Inclusion Model – is a child centred model, involving seven levels of progressive support, moving from universal to targeted, based on the needs of the child and the Early Learning and Care setting. The goal is to empower settings to deliver a quality and inclusive early learning and care experience ensuring all children can fully participate in their early learning and care. The development of these guidelines originated at the AIM Cross Sectoral Implementation Group where it was agreed to utilise the concept of universal design in producing guidelines. The Department of Children and Youth Affairs partnered with the Centre for Excellence in Universal Design at the National Disability Authority to advance this work. These guidelines set out the key Universal Design (UD) considerations and guidance for Early Learning and Care (ELC) settings in Ireland. These guidelines apply to both new-build and retrofit projects and provide a flexible UD framework to ensure that settings are accessible, understandable and easy to use for all children, staff, families, and visitors.

An ELC setting provides Early Learning and Care to children primarily aged from birth to six years. This may include sessional settings (where children attend for up to 3.5 hours), part-time settings (where children attend for up to 5 hours) or full-day settings (where children attend for over 5 hours). These settings may also provide school-age facilities that cater for children up to the age of 14 years. In Ireland, in 2018, 39% of settings are located in the house of the ELC setting owner and are one-person settings. 66% are in urban areas, 34% in rural areas. 74% are privately run, while the remaining 26% are community based. An ELC setting can take many forms in various locations such as: a standalone setting within the community; part of a larger community centre; co-located with a primary or post-primary school; or, attached to, or part of a private dwelling. Some settings are converted from previous use, for example a home office, full dwelling house or community hall. Some are purpose built and some may be in a modular building (pre-fab). An ELC setting may also consist of a childminding service undertaken by a registered childminder within their own home. 

With the introduction of initiatives such as The In Early Years and In School Therapies Demonstration Project that utilise the ELC setting as a key contact and support point within the community, many settings are providing extended services to young children, families, and staff. The In Early Years and In School Therapies Demonstration Project was launched in 2018 and is the first ever project to provide in-school and pre-school therapy services. The project is managed and co-ordinated by the National Council for Special Education (NCSE).

The model has been developed by the Departments of Education, Children and Youth Affairs and Health. The purpose of the project is to test a model of tailored therapeutic supports that allow for early intervention in terms of providing speech and language and occupational therapy within ‘educational settings’. The pilot will complement existing HSE funded provision of essential therapy services within each of the nine Community Healthcare Organisations.

These guidelines are underpinned by a systematic literature review including national and international best practice; site-based case studies; and a wide-ranging stakeholder engagement process. The guidelines raise awareness about the importance of a supportive built environment in inclusive Early Learning and Care settings and the role of UD, in the following ways:

• An Introduction Section that sets out the wider context for ELC settings in Ireland and the benefits of UD.
• An At a Glance Section that provides a brief overview of the key UD considerations and issues across a variety of typical Early Learning and Care settings. This section shows how the guidance can respond to different levels of design and intervention, from minor to major works. It provides information relating to design, participation and collaboration to ensure the design process takes account of the expertise, needs and preferences of all users.
• Four Sections of detailed guidance ranging from overall site approach and entry to detailed guidance around building components and technology.
• An Appendix Section with a bibliography, glossary of terms, links to useful information, and an outline of the stakeholder consultation process.

These guidelines will be equally useful for small, medium and large settings and are flexible enough to apply to retrofit or minor works to existing settings, or to guide major redevelopments or new-build projects. In this context, the guidelines will also be useful for somebody providing a childminding service in their home to think about how their dwelling or garden might benefit from a UD approach. The Universal Design Guidelines for Homes in Ireland (2015) will provide useful guidance regarding UD in the home environment and will complement these UD ELC guidelines.

The guidelines are not intended to be prescriptive, but to provide a flexible approach that informs and inspires both designers and setting operators, through best practice, national and international exemplars and UD quality features.

It is hoped that these guidelines will not only inform the design of an accessible, usable and easily understood ELC setting, but also play an important role in supporting key government policy aimed at providing inclusive, child-and-family centred Early Learning and Care in Ireland.