Early Learning and Care and the Access and Inclusion Model in Ireland

Creating Spaces Where Diversity Is the Norm: An innovative competency-based blended learning teacher education program in Ireland

Emer Ring & Lisha O'Sullivan

To cite this article: Emer Ring & Lisha O'Sullivan (2019) Creating Spaces Where Diversity Is the Norm: An innovative competency-based blended learning teacher education program in Ireland, Childhood Education, 95:2, 29-39, DOI: 10.1080/00094056.2019.1593758

To link to this article: https://doi.org/10.1080/00094056.2019.1593758

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Creating Spaces Where Diversity Is the Norm

An innovative competency-based blended learning teacher education program in Ireland

"Transforming schools to ensure every student has the opportunity to learn requires innovation at the teacher education level. The goal of inclusion is complex, and so it is critically important to prepare teachers to lead organizational change that will increase engagement and achievement of children with diverse learning abilities."

- Emer Ring and Lisha O’Sullivan Mary Immaculate College, Limerick University, Ireland

Teacher education for inclusion from preschool and beyond continues to challenge education systems globally and prompts us to consider innovative solutions to ensure the diverse learners in our early childhood settings are enabled to achieve their full potential. The success of teacher education for inclusion will be measured by the extent to which diversity is considered the norm rather than the exception in our preschools and schools. The literature suggests that effective inclusion is complex and is associated with a strong government commitment, adequate resourcing, inter-governmental collaboration, a responsive teacher education continuum, ongoing stakeholder consultation, an understanding of the complexity of inclusion, and consistent internal and external evaluation processes (1).

In 1994, Ireland was one of 92 governments and 25 international organizations subscribing to the Salamanca Statement, which asserted that access to mainstream schools must be provided for all children with special educational needs (2). The Salamanca Statement also identified a need for investment in early identification and intervention, in addition to systemic change in teacher education. Critically, it was noted that the success of the inclusive school was dependent to a large degree on early identification, assessment, and stimulation of young children. A presumption in favor of providing for all children in inclusive elementary and high school settings was subsequently affirmed in a wide range of legislation.

Access to preschool education for children with diverse needs in Ireland, while clearly influenced by international developments, is also characterized by economic, political, and social factors distinctively related to the Irish context. Ireland is a relatively “new” state in historical terms, having achieved its independence only in 1922. Compulsory elementary school starting age in Ireland is 6 years old; however, due to a custom and practice legacy, children in Ireland may start elementary school as young as 4 years old (3). 

From the foundation of the state until very recently, government investment focused almost exclusively on elementary education, to the detriment of preschool education. This led to the emergence of a costly and primarily private preschool system. In January 2010, concerned about alleviating the costs of preschool for parents, the government introduced a universal free preschool scheme for all children from age 3 to 6 for one year, subsequently adding a second free year in 2016. 1 In order to ensure that all children were provided with access to preschool, the government also introduced the Better Start Access and Inclusion Model (AIM) in 2016. 4 Twenty-four years after the government’s articulation of a commitment to inclusion in the context of the Salamanca Statement, these principles are finally beginning to inform policy and practice at the preschool level through combining a universal and targeted approach to inclusion. A central element of this universal approach is providing for qualified and competent early childhood teachers.

This article reports on the Better Start AIM and an innovative, award-winning, competency-based blended continuing professional development (CPD) learning program, the Leadership for INClusion in the Early Years (LINC) program, initiated in 2016, to be delivered to 4,000 early childhood teachers over a four-year period, as an integral element of the universal component of the AIM. The current data emerging from an interim evaluation of the LINC program suggest that this innovative model of teacher education presents extensive possibilities in relation to teacher education for inclusion in the early years globally.

Necessity for a Continuing Professional Development Learning Program in Inclusion

Research, both internationally and nationally in Ireland, confirms that high-quality early intervention for children with diverse needs, provided by qualified and competent teachers, is critical. However, until recently, successive governments in Ireland had failed to prioritize the targeting of resources for the development of initial early childhood teacher education programs and supportive inclusive preschool services. A recent report commissioned by the government indicates that while improvements in the qualifications of early childhood teachers are evident, considerable scope for development remains. 5 The National Framework of Qualifications in Ireland (NFQ) 6 (see Figure 1) provides an overview of qualifications (e.g., a level 7 qualification indicates an ordinary bachelor degree and a level 8 qualification indicates an honor’s bachelor degree).

All elementary school teachers in Ireland are required to hold a Level 8 qualification. At the preschool level, managers are required to hold a minimum Level 7 qualification and staff working with children are required to hold a minimum Level 5 or 6 qualification, depending on their assigned role in the setting. This has led to a diversity of qualifications held by staff who are working directly with preschool children (see Figure 2).

The diverse profile of educators working with children at the preschool level therefore presents challenges in relation to ensuring that all educators have the requisite knowledge(s), practices, and values 7 to ensure the effective inclusion of children with diverse abilities at the preschool level. “Knowledge(s)” is used to capture the nature of knowledge as wide- ranging, rather than a single entity, which continues to emerge through a process of co-construction with children, families, communities, early childhood teachers, researchers, and policymakers. Practices are more complex than skills, due to their purposefulness and the requirement for the educator to engage in ongoing critical reflection prior to, during, and after practice. Finally, values go beyond attitudes in requiring articulation by the educator. The government, therefore, was concerned about ensuring all preschool educators were provided with an opportunity to develop the requisite knowledge(s), practices, and values to provide effectively for children with diverse needs at the preschool level. In that context, the Better Start AIM was launched in 2015, and the innovative teacher-education LINC program is an integral part.

The Better Start Access and Inclusion Model

The Better Start AIM is based on national and international research evidence related to ensuring that all children with additional needs can access inclusive preschool education.

The cross-government model in Figure 3 was developed following extensive consultation with a wide range of stakeholders, including the parents of children with additional needs. In accordance with best practice, the seven-level model adopts a child-centered approach by focusing on identifying and responding to each individual child’s developmental level, abilities, and needs, rather than relying exclusively on formal diagnoses.

The seven levels of support range from universal (Levels 1-3) to targeted supports (Levels 4-7) based on the needs of the individual child. While each of the levels is presented in the model separately, they are inextricably linked, and this deliberate linkage emerges as a key strength of the model. Level 1 is considered the foundation for the model and advises that a strong culture of inclusion be fostered and embedded in order to optimize each child’s learning and development. The concept of inclusion underpinning the model is described as a process involving a program, curriculum, or educational environment, where each child is welcomed and included on equal terms, feels they belong, and can progress to achieving his/her full potential in all areas of development. 9 In essence, inclusion is conceptualized as creating a space for children, families, and staff where diversity is the norm. The principles of an inclusive culture are specifically identified (see Figure 4).

The effectiveness of Level 1 is closely related to the provision of information for parents and providers at Level 2 and the necessity of developing a qualified and competent workforce that can confidently meet the needs of all children at Level 3. Levels 4 to 7 of the Better Start AIM are concerned with the provision of targeted support. A team of early years specialists, based in the Better Start National Early Years Quality Development Service, has been appointed to provide expert advice, mentoring, and support to ensure inclusion of children with additional needs. Levels 5-7 allow for preschool settings to secure equipment, therapeutic intervention, and additional assistance.

Concerned about progressing Level 3, in tandem with the launch of the Better Start AIM in 2015, the government issued a request for tenders, inviting proposals for the development and delivery of a blended CPD program that would provide educators with the requisite knowledge(s), practices, and skills to effectively include children with diverse needs in preschool settings. A consortium led by Mary Immaculate College (MIC), University of Limerick, and including Early Childhood Ireland (the national membership organization for early childhood education and care [ECEC]) and Maynooth University, was subsequently awarded the contract for the LINC program. Successful graduates of the program are awarded a Level 6 qualification on the NFQ and qualify to be appointed as INclusion COordinators (INCOs) in their preschool settings. All preschool settings where an INCO has been appointed are entitled to increased government capitation for each child in the setting.

The Leadership for Inclusion in the Early Years Program: An Overview

The LINC program commenced in September 2016 and provides for 900 students each year over a four-year period. Delivered in nine regional centers by expert tutors through a blended format, comprising face-to-face classroom-based sessions and online delivery, the program is aligned with national and international early childhood curricula and is embedded in the indicators of high-quality early childhood summarized in Figure 5. The program rejects the concept of “disorder” in favor of “difference,” conceptualizes diversity as the norm rather than the exception, promotes child agency, and maintains a focus on listening to, and responding to, the voice of the child.

The LINC program equips early childhood teachers with the knowledge(s), practices, and values to support participation of children with additional needs in the early years. In particular, the program focuses on preparing participants to adopt a leadership role within preschool settings to help them support and lead other staff in the setting to plan for, implement, and review inclusive culture, practice, and pedagogy. Prior to developing the program modules, the consortium identified key competencies (see Figure 6) associated with cultivating effective inclusive culture, practices, and pedagogy. These competencies emerged as inter-connected rather than mutually exclusive.

The principles articulated in Figures 4 and 5 and the competencies identified in Figure 6 underpin six program modules: Child Development, Inclusive Concepts and Strategies, Curriculum for Inclusion, Leadership for Inclusion, Promoting Collaborative Practice, and Professional Portfolio. The online interface incorporates best practice in instructional design related to cohesive program structure, the identification of clear learning objectives, effective learning theory, academic excellence, and pedagogical strategies designed to optimize engagement in a multi-media environment.

A multi-faceted approach to assessment is adopted throughout the program and includes an exploration of practice-based case studies, multiple-choice questions, essays, and a portfolio. All students on the program also receive a mentoring visit from their expert tutor, who supports them in reflecting on the competencies for inclusion as outlined in Figure 6. These reflections provide the context for completing the final Portfolio module, where students are required to detail their:

• Personal learning journey
• Philosophy of early childhood education
• Personal pedagogy
• Reflections on process and achievements
• Areas for future development.

Students are also required to present a reflection on each of the competencies in Figure 6, supported by a photograph of an artifact/activity associated with the reflection and an integrated statement encapsulating all of the elements of their practice.

An Inclusive Culture

All children are welcome.

All children are valued.

A focus is placed on promoting respectful interactions.

There are high expectations for all children.

Partnership with parents/carers is actively promoted.

Difference is acknowledged and celebrated.

The environment accommodates the needs of all children.

All policies are inclusive policies.

Inclusive Practice

Transitioning to and from the setting is a positive experience for children, families, and staff.

Support for children with additional needs is coordinated.

Staff members are encouraged to take advantage of continuing professional development opportunities.

All staff are aware of their roles and responsibilities in relation to the

promotion of inclusive practice.

The expertise of staff is acknowledged and utilized.

Inclusive Pedagogy

Children’s experiences are planned with the needs of all children in mind.

Strategies are in place to promote the participation of all children in learning.

A range of appropriate pedagogical approaches is used to support the holistic development of all children.

Play and playful learning are key features of practice for all children.

All children’s communication and interaction are promoted.

All children’s views are valued and responded to.

Early identification of children who require additional support is central to practice.

A variety of approaches to observation, recording, and assessment are in place.

Early years educators plan, implement, and evaluate children’s learning in partnership with children, parents/carers, and relevant others.

Positive relationships are understood and nurtured. Children’s specific assessed needs are understood as “signposts” that support children’s learning and development.

External assistance is elicited where required to support the setting in meeting children’s additional needs.

Figure 6. Competencies associated with teacher education for inclusion

Emerging Findings

An 11-strand multi-method evaluation summarized in Table 1 is currently being conducted. The aim of the evaluation is to assess program impact with reference to the levels suggested by Guskey 11 (see Figure 7). Strands two and three have been completed for the first cohort of students (2016/17) and indicate high levels of satisfaction with reference to Levels 1-4 of Guskey’s model (see Figure 7). A large number of responses was generated (n = 391, or 46% of learners) through strand three, which indicate an 86% satisfaction rating for the program overall, as summarized in Figure 8.

Table 1. Summary of 11-Strand Multi-Method Evaluation of the Program

LINC offers an empirically based, cost-effective approach to improving early childhood education experience for all children and contributes to the creation of early childhood spaces where diversity becomes the norm.

he success of teacher education for inclusion will be measured by the extent to which diversity is considered the norm rather than the exception.

Given the significant government investment in the LINC program, these preliminary findings in relation to program satisfaction are encouraging. While students in the program are, most likely, highly motivated to engage in CPD, which will support their efforts to lead inclusive culture, practice, and pedagogy, motivation alone is unlikely to sustain engagement. The design and delivery of the program are critical if students are to remain engaged as they progress on their learning journey with LINC. The design and delivery of the LINC program incorporates those aspects of CPD programs previously identified as improving early years education quality: active participation, focus on theory and its application, opportunities for feedback and reflection, and opportunities for classroom observations and feedback. 13 The content of the program engages students with up-to-date national and international theoretical perspectives and places a strong emphasis on the application of theory to practice. Through on-line and face-to-face platforms, students have numerous opportunities to receive feedback from the expert team of LINC tutors. Reflective practice is an integral component of the program and the on-site visit from LINC program tutors provides an all-important opportunity to receive feedback on practice. A key aim of the LINC program is that graduates will be equipped to lead inclusion as INCOs in their preschool settings. So far, data from the evaluation suggest that graduates feel the program’s content and process of learning is equipping them with the knowledge and skills needed to lead organizational change that will increase engagement and achievement of children with diverse learning abilities.

Conclusion

While the LINC evaluation is still in an initial stage, emerging findings suggest that the program presents an opportunity to make a real difference for society, families, children, and teachers. Critically, the high levels of satisfaction articulated by teachers indicate that blended learning programs that take cognizance of professional competencies for effective inclusive practice can contribute significantly to teacher education for inclusion globally.

High-quality preschool education is associated with a range of positive outcomes for all learners, and initial teacher education (ITE) and CPD are recognized as being strong predictors of high-quality programming. 10 ITE and CPD have previously been associated with adult-child interactions that promote emotional warmth and security in addition to appropriate learning challenge. 13, 14 At the policy level, measures such as raising minimum qualification levels in early childhood education to bachelor’s degree requirements are often seen as imperative to continuing improvement of preschool education quality. Degree level training, however, may not be accessible to those already working in early childhood education, is costly, and can serve to further rise the cost of early childhood education. 14 Moreover, initial bachelor’s level programs may not adequately equip graduates for highly skilled and complex roles, such as leading inclusion. High-quality CPD programs play an important role in improving quality, particularly when such programs emphasize active participation, focus on theory and its application, provide opportunities for feedback and reflection, and incorporate opportunities for classroom observations and feedback. 13 Given its potential to improve the quality of program culture, practice, and pedagogy, LINC offers an empirically based, cost-effective approach to improving early childhood education experience for all children and contributes to the creation of early childhood spaces where diversity becomes the norm. It also presents a powerful path to truly achieving the equality and inclusion which, 24 years ago, when subscribing to the Salamanca Statement, was but an aspiration.

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