Inclusion Policy

Policy

PLASP Child Care Services (“PLASP”) believes that every child deserves a safe, warm and caring environment, and that its child care centres are a place where every child can feel respected, cared for and understood, and grow and develop to their maximum potential. PLASP is committed to fostering each child’s self-esteem and feelings of self-worth and value through positive care giving and stimulating activities that will promote their emotional, physical, social and intellectual growth and development and overall well-being.

PLASP has developed this Inclusion Policy (the “Policy”) in accordance with its obligations under the Child Care and Early Years Act. 2014 (“CCEYA”) and its regulations, the Ontario Human Rights Code (the “Code”), and in accordance with the guidelines set out in the College of Early Childhood Educators’s Code of Ethics and Standards of Practice, “How Does Learning Happen? Ontario’s Pedagogy for the Early Years”, and other relevant documents.

Scope

This policy applies to the PLASP Board of Directors and all PLASP employees, volunteers and students on placement.

Guiding Principles:

• PLASP welcomes and is inclusive of all children and families in its programs;
• PLASP programs are consistent with the pedagogical framework set out in Ontario’s “How Does Learning Happen?” and promote a sense of belonging, wellbeing, engagement, and expression with families, staff and children;
• Parents, staff and community partners are integral to a successful inclusion process;
• A natural inclusion of children in PLASP programs reflects the community at large;
• Every child is an individual, is unique and brings value to our programs;
• We celebrate diversity and we engage meaningfully with others who have different goals and abilities;
• All staff are committed to working with all children enrolled in PLASP programs;
• Our programming should be reflective of the varying needs of our communities; Good programming requires dedicated staff who are flexible in their approach and work with children, their families and care providers to provide supports and accommodation to ensure meaningful access to programs;
• Staff view the diversity of children and families as an asset and plan programs to reflect differences and enrich the environment;
• All children, their families and PLASP staff are treated with dignity and respect;
• PLASP is equitable, inclusive and respectful of diversity in its communication with children and families;
• In accordance with the Code, PLASP takes all reasonable steps to ensure that barriers are removed in order to give all children meaningful access to its programs and learning opportunities which promote their dignity.

Section 1: Definitions

For the purposes of this Policy, “Inclusion” is defined as:

An approach to policies and practice in early years settings where all children and families are accepted and served within a program and where each child and family experiences a sense of belonging and is supported to participate fully in all aspects of the program or service. Inclusive practice includes being attentive to the capabilities, personalities and circumstances of all children and understanding the diversity of development of all children. (Code of Ethics and Standards of Practice for Registered Early Childhood Educators in Ontario, 2017)

The inclusive approach ensures that all children and their families are able to meaningfully participate in programs regardless of whether they identify with any Code-protected ground, including but not limited to: age, education, ethnicity, gender, geographic location, income, language, marital status, occupation, parental status, physical and mental ability, race, religious beliefs, sexual orientation.

For the purposes of this Policy, a “Child with Special Needs” is defined as:

A child who, due to familial, physical, behavioural, developmental, cognitive, communicative or emotional factors, is at risk of not maximizing their potential. Special needs encompass children who require support and assistance with daily living, whether formally diagnosed or not, and whether a diagnosis is short or long-term in nature. (Ontario Municipal Social Services Association (OMSSA) definition)

Section 2: Policy Statement

Every child is entitled to be given the opportunity to develop personal responsibility and social skills, to learn to problem-solve and to learn about the uniqueness of others. Each child is recognized as a unique individual who brings their own gifts to PLASP’s programs and deserves to be given encouragement and space to try new things, express their ideas and interests, explore new ideas, develop their own unique creativity and be engaged with staff and children.

PLASP’s programs also support children’s self-regulation, their ability to deal with stress and remain calm, alert and ready to learn. When children are calmly focused and alert, they are best able to modulate their emotions, pay attention, ignore distractions, inhibit their impulses and understand the consequences of their actions.

PLASP works with our community partners to support the needs, mental health and well-being of every child.
Every effort is made to support new and existing placements, recognizing the unique needs, strengths and development of each child.

Section 3: Procedures

PLASP ensures that it promotes inclusion in its programming consistent with its Guiding Principles in the following ways:

• Staff are flexible to make reasonable program modifications as needed to ensure every child is included in its programs.
• Staff contribute to the maintenance of an inclusive environment designed to foster children’s well-being, learning, and development and ensure meaningful participation for every child.
• Where appropriate, PLASP provides accommodations and differentiated support for children with special needs, based on their individual strengths and requirements, and by working together with their families and care providers.
• PLASP staff communicate with children and families by being equitable, inclusive and respectful of diversity. They are receptive listeners and offer encouragement and support by responding appropriately to the ideas, concerns and needs of children and families
• PLASP staff use current learning theories and pedagogical and curriculum approaches that are based on inclusion and inquiry and play-based learning.
• PLASP staff access the necessary resources and design the environment to ensure safety and inclusion for all children in the environment. They work with colleagues to embed early intervention strategies into the program and environment.
• PLASP works in collaboration with municipal resources to ensure that families and children have access to all community supports.
• Children enrolled in PLASP programs are expected to communicate, using respectful and responsible interactions with other children, staff, volunteers, equipment and facilities.

Section 4: Accountability

The PLASP Board of Directors, Managers, Program Staff, Parents, volunteers and Students on placement play an important role in achieving inclusion success. PLASP recognizes that inclusion comprises the act of creating involvement, environments and empowerment in which any individual or group can be and feel welcomed, respected, supported, and valued to fully participate.

PLASP will at all times strive to:

• Promote an inclusive and welcoming climate with equal access to opportunities and resources that embrace differences and offers respect in words and actions for all people;
• Maintain, develop, and expand on partnerships with parents and diverse communities that support PLASP’s programs;
• Identify, examine, and remove barriers that exist which may prevent full participation from parents or children in PLASP programs;
• Include the Policy in the Parent Handbook and on the PLASP website;
• Provide staff with training under the Policy, as well as Professional Education which includes Inclusive Practice.
• Provide administrators, staff, students and other members of the PLASP community with opportunities to acquire the knowledge, skills, attitudes, and behaviour needed to identify and eliminate discriminatory biases and systemic barriers under the Code.
• Work collaboratively with community partners to implement a continued placement process. Every viable effort to support successful placements will be exhausted before PLASP follows the Withdrawal of Care Policy.

Policy Review

Staff, volunteers and students on placement review this policy annually and at any other time when changes are made to this policy and related procedures.

Additional Policy References

This Policy is to be read concurrently with Withdrawal of Care from PLASP Child Care Services Policy.