Title: Inclusive pedagogical practice in early childhood settingsWeighting: 40% Length: 3000 wordsLearning outcomes: 1, 2 and 3 For this assessment will need to prepare a report, based on the...

Running Head: ECCEC302A                                     1
ECCEC302A                                             4
ECCEC302A INCLUSIVE PRACTICE AND PRINCIPLES IN EARLY CHILDHOOD
Table of Contents
Overview    3
Part I    3
Part II    5
Part III    7
Part IV    7
References    10
Overview
The education sector has evolved with the rapid emerging of the globalised norms of sustainable educational goals. In fact, these norms are introduced to deliver high quality education to all students. Teaching pedagogy, in this context, has changed over the course of past few years, expanding the limits of educators to implement various techniques and application of teaching resources to satisfy the needs and expectations of the diverse population they deal with (Cologon, 2014). The following is the analysis of the provided case study, which includes the procedure of service inclusion, role of agencies, families as well as educators for accomplishing the task of service inclusion in education. A separate document contains the TAFE NSW inclusive service and principles and strategic planning template as well.
Part I
At first, as per the observation of the provided case study, inclusion of services into educational context is the first priority, given that there are a variety of students that need formal inclusion and facilities that would assist them in the process of learning. The linguistic diversity, for instance, is the first standpoint that educators will look forward to in this plan developed.
Secondly, the funding of the current program largely depends over the NSW state principles and guidelines (Early Childhood Australia, 2012). The State government will be the primary creditor to ensure that the funding and asset management is carried out well in the early childhood educational setting.
This will be done by developing the course of funding into quarterly funding procedure, which will provide grants to the facility at quarterly bases. The standardised form of asset management will be the source of managing the spending of the funds allocated for the facility on behalf of the state government.
Apart from the above source, other dimensions lead to the service inclusion at facility in the form of well-coordinated approach of the NGOs operating in the educational sector. This is because of the fact that Australian educational system has evolved over the concept of dynamism in the availability of services and education given to young learners. This is more like the alignment of the services in education with the international norms.
At present, the conceptual understanding of service inclusion ensures active participation of all in the process of alleviating the standards of education (Early Childhood Australia, 2012). This ranges from the support of the agencies at local level as well as an active engagement of the families and parents. This engagement of the families in the process of delivering high quality education becomes important particularly for the families who have differently able children—the case study includes three children overall who have autism.
They serve as the primary source of demand for the allocation of new facilities, which can be managed through the local support at funding level with the help of service agencies operating in the educational sector. Under quality area 1 of National Quality Framework, it is mentioned that the responsibility of the educators is to create the simulated and enhanced environment of learning. Based on the inclusion of the families in the process of delivering quality education and marinating service inclusion, the quality area 6 of NQF sustains the principles of collaboration with families and other partners (Early Childhood Australia, 2012).
All parents want their children to feel confident and capable when they start school, but there is no way to guarantee that this will happen. While this is true whether a child has a disability, special educational needs children face additional challenges. Parents of disabled children frequently express concerns about medical fragility and/or a specific health condition (such as seizures asthma immune deficiency).
Fear and distress in separating from parents, peer acceptability and making friends, engagement in-group activities (such as listening to stories, playing group games) and peer acceptance and making friends....