Title: Inclusive Early Childhood Education Environment Self-Reflection Tool
Type of the resource: Handbook/Guide/Manual
Funded by: The European Agency for Special Needs and Inclusive Education
Authors: Eva Björck-Åkesson, Mary Kyriazopoulou, Climent Giné and Paul Bartolo
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Secondary education
Language(s): English
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
This Self-Reflection Tool was developed as part of the Inclusive Early Childhood Education (IECE) project, conducted by the European Agency for Special Needs and Inclusive Education from 2015 to 2017 (www.european-agency.org/agency-projects/inclusive-early-childhood-education). The project’s overall goal was to identify, analyse and subsequently promote the main characteristics of quality IECE for all children. To that end, a need was detected for a tool that all professionals and staff could use to reflect on their setting’s inclusiveness, focusing on the social, learning and physical environment. This tool is intended to help improve settings’ inclusiveness.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
It enables practitioners to review their service’s quality in terms of the inclusiveness of the physical, social and other learning environments it offers to children and families.
Sources and means of verification: (What are the sources of information for these indicators?)
Development of the Self-Reflection Tool involved a three-step validation process:
1. First, an expert panel, comprising 25 European experts in the field, used and reflected on the observation tool during the final site visit. The experts were asked to rate the feasibility of each item in relation to its use as a self-reflection tool. The experts had extended discussions about how to adapt the observation tool into a self-reflection tool. Their feedback was incorporated into the final version.
2. The second step was to use focus groups to validate the Self-Reflection Tool. This was performed by researchers and graduate students in three European universities. The participants were asked to score the observation tool before the focus group interview, bearing in mind their experiences of inclusion, and also to use the template for adaptation into a self-reflection tool. After the focus group interview, a content analysis was performed that raised the most important themes.
3. The third step was to perform cognitive interviews to explore the extent to which practitioners, leaders of pre-schools, parents and academic staff in teacher.
Inclusive Early Childhood Education (IECE) project, conducted by the European Agency for Special Needs and Inclusive Education from 2015 to 2017:
(www.european-agency.org/agency-projects/inclusive-early-childhood-education)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
This Self-Reflection Tool aims to improve settings’ inclusiveness. It is based on an ecosystem perspective, in which the child’s experiences are seen as a function of proximal processes in the environment. Within this perspective, professionals and staff significantly influence a child’s engagement, learning and development. At the same time, peers in the setting, parents and family are part of the ecosystem around the child. They, as well as the physical environment, influence each child’s engagement, development and learning.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
1. First, an expert panel, comprising 25 European experts in the field, used and reflected on the observation tool during the final site visit. The experts were asked to rate the feasibility of each item in relation to its use as a self-reflection tool. The experts had extended discussions about how to adapt the observation tool into a self-reflection tool. Their feedback was incorporated into the final version.
2. The second step was to use focus groups to validate the Self-Reflection Tool. This was performed by researchers and graduate students in three European universities. The participants were asked to score the observation tool before the focus group interview, bearing in mind their experiences of inclusion, and also to use the template for adaptation into a self-reflection tool. After the focus group interview, a content analysis was performed that raised the most important themes.
3. The third step was to perform cognitive interviews to explore the extent to which practitioners, leaders of pre-schools, parents and academic staff in teacher
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
INTRODUCTION
INCLUSION, PARTICIPATION AND ENGAGEMENT
DEVELOPMENT OF THE SELF-REFLECTION TOOL
HOW TO USE THE QUESTIONS FOR SELF-REFLECTION
IECE ENVIRONMENT SELF-REFLECTION
1. Overall welcoming atmosphere
2. Inclusive social environment
3. Child-centred approach 4. Child-friendly physical environment
5. Materials for all children
6. Opportunities for communication for all
7. Inclusive teaching and learning environment
8. Family-friendly environment
BIBLIOGRAPHY
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
To be applied by the professionals and staff involved in the inclusive ecosystem.
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: https://www.european-agency.org/resources/publications/inclusive-early-childhood-education-environment-self-reflection-tool
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