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Individual differences and
assessment in the early childhood
setting
© McLachlan, Edwards, Margrain & McLean 2013
Exceptionality
• What is the best time for early intervention?
• As soon as, and as quickly as possible
• However, misdiagnosis and unnecessary labelling can have negative consequences
• Diversity demands differentiation
• Exceptional does not mean exclusive
Normalisation
• Scandinavian concept of ‘normalisation’ involves the acceptance of people with disabilities. Citizens are offered the same conditions as are offered to other citizens (Bank Mikkelson 1969; Nirje 1970)
• Normalisation focuses on ‘dignity of risk’ rather than ‘protection’
• Normalisation has been misinterpreted and applied as making people ‘normal’, forcing them to conform to social norms, with normalising measures ‘offered’ or ‘imposed’ (Wolfensberger 1980)
Subjectivity
• Both disabled and gifted individuals are marginalised and negatively misunderstood
• Teachers and communities implicitly share their values and beliefs about what is significant within the curriculum
• Learning stories are an assessment approach that is deliberately subjective and documents values, beliefs and teacher practice as part of pedagogical documentation
Family-professional partnership
• Full and respectful relationships between parents and professionals
• Families recognised for their
• ‘constancy’ in a child’s life
• role as children’s ‘first teachers’
• particular expertise and assessment information
Model of professional practice
Role of professionals
Role of families
Professional-centred Experts, decision makers, knowledge-holders
Reliant and dependent on professionals
Family-allied Responsible for identification, access and implementation
Able to implement intervention
Family-focused Helping, supporting, assisting
Consumers who choose options, need assistance and advice
Family-centred Equal partners; individualised, flexible and responsive, strengthening and supportive; mutually respectful; shared decision-making
Cross-disciplinary collaborative practice
Early intervention support teams could potentially include• Parents• Extended family• Early childhood teacher• Early intervention teacher• Teacher’s aide• Physiotherapist• Occupational therapist• Speech-language therapist/pathologist• Psychologist• Social worker• Other specialists, family or support people
Cultural competence
• Bevan-Brown (2003, p. 1) states that children’s learning is maximised when educational experiences:
• incorporate cultural content
• reflect cultural values, attitudes and practices
• utilise culturally preferred ways of learning
• include culturally appropriate support
Multicultural and Bicultural
• Multicultural respect and cultural competence is especially important as society becomes increasingly culturally diverse
• Bicultural practice and commitment requires particular commitment, and acknowledgement of indigenous Australian Aboriginal, Torres Strait Islander and New Zealand Māori
Summary of effective approaches to inclusive assessment
Inclusive assessment is most effective when:
• Family-centred
• Cross-disciplinary
• Culturally competent
• Developmentally/chronologically age-appropriate
• Differentiated/adapted
Key terms
• Cross-disciplinary collaborative practices – an approach to teaching and learning that involves all people with a role in supporting children’s learning
• Developmentally/chronologically age-appropriate assessment – assessment that is matched to the child’s current level of knowledge, skills and competencies, regardless of chronological age
• Exceptionality – deviating widely from a norm of physical or mental ability
• Family-based practice – approaches to teaching and learning that include families in decision-making about how to support children’s learning
• Inclusive practice – approach to teaching and learning that involves both philosophical commitment and specific inclusive action
• Indigenous and multicultural assessment – approaches to assessment that affirm cultural strengths, acknowledge Indigenous values and are relevant to Indigenous children and their families
• Normalisation – the acceptance of children with disabilities, with their disabilities, offering them the same conditions as are offered to other children