Documenting for inclusion: how do we create an inclusive environment for all children?

Botany Downs Kindergarten started its three-year journey as a Centre of Innovation (COI) in 2006. COIs are part of the New Zealand Government's initiatives for improving the quality of early education (Ministry of Education, 2002). The aims of the programme are to: * build the use of innovative practices * engage in action research * share the knowledge gained through that research. Our research investigates inclusive practices at Botany Downs Kindergarten. This is a three-teacher sessional kindergarten situated in Howick, Auckland. At present children start in the afternoon session at age three-and-ahalf, and move on to as many as 11 schools. At the time of application to the COI programme, Botany Downs Kindergarten had 11 children identified as having special needs (eight on the autistic spectrum) in the morning session, supported by eight education support workers. As the children transitioned to school, the mix changed; currently there are three children receiving additional support in the morning session. The teaching team all have a strong commitment to inclusion. Inclusion The terms inclusion and inclusive education are frequently used as alternatives to special education. However, the terms are often defined differently in different contexts (Foreman, 2008). The most frequent use refers to children with disabilities participating in regular education settings. Some educators argue that the term inclusive education means ensuring participation by all children who may be excluded as a result of gender, ethnicity, disability, social class, or other difference that is given significance within a particular cultural context (Ballard, 2004). Inclusive education is seen as a process of reducing barriers to learning for all children (Ainscow, 1999). Casey (2006, p. 2) offers the following definition: A broad definition of 'inclusion' relates not only to children with disabilities or additional support needs being included but also to ensuring that all children feel valued and welcome. And so we increasingly ask ourselves what we can do to achieve the ideals of inclusion in our own settings. It is this definition of inclusion--with the principle of all children and their families feeling valued and welcome--that we at Botany Downs Kindergarten embrace. Building our own definition of inclusion As part of the process of analysing our approach to inclusivity we developed our own definition of inclusion. The teachers began the definition process by recording individual reflections before each was influenced by the thoughts of others. Some of the comments included: Each child should be seen in the positive. They can all achieve. Inclusion is about everything you do. It is in your heart. Inclusion is about welcoming and developing a feeling of belonging. Inclusion is not always easy, but we have to try. Not to try would be such a waste. Inclusion is a belief that impacts on all that you do. It is the way you relate to the children and their families. It is what you say. It is what you do. It is even the way you set up the environment. It is just so holistic. All children are so different. We have to recognise that and try to connect with all children and their families, so it is important to try to get to know the families as quickly as possible. To build our own definition of inclusion we listed all the points we had in common and made a commitment to come back to them over the course of our COI research. Our current definition of inclusion looks like this: Inclusion is creating a climate where everyone is valued, respected, and listened to; where actions and interests are noticed, recognised, responded to, and built upon. Through possibility thinking, barriers are reduced and new possibilities emerge. …