Additional Needs Policy

NQS

National Regulations

Aim

To provide each child regardless of their additional needs and abilities with a supportive and inclusive environment that allows each child to fully participate in their education and care at the service. Educators will remain positive, open-minded and honest at all times when working with families and external support professionals to most positively meet the additional needs of each child being educated and cared for at the service.

Related Policies

• Child Protection Policy
• Continuity of Education and Care Policy
• Enrolment Policy
• Orientation for Children Policy
• Relationships with Children Policy
• Health, Hygiene and Safe Food Policy
• HIV AIDS Policy
• Immunisation and Disease Prevention Policy
• Infectious Diseases Policy
• Medical Conditions Policy

Implementation

As per the National Quality Standard, our service positively responds to and welcomes children with additional needs who:

• are Aboriginals or Torres Strait Islanders
• are recent arrivals in Australia
• have a culturally and linguistically diverse background
• live in isolated geographic locations
• are experiencing difficult family circumstances or stress
• are at risk of abuse or neglect
• are experiencing language and communication difficulties
• have a diagnosed disability—physical, sensory, intellectual or autism spectrum disorder
• have a medical or health condition
• demonstrate challenging behaviours and behavioural or psychological disorders
• have developmental delays
• have learning difficulties
• are gifted or have special talents
• have other extra support needs

We understand that additional needs arise from different causes, and that causes require different responses any child may have additional needs from time to time.

We recognise that additional needs may be temporary or for a lifetime.

Learning Environments

• The service environment and equipment will be designed or adapted to ensure access and participation by every child in the service to support the inclusion of children with additional needs.
• The indoor and the outdoor environment will be suitable for children with additional needs.
• The service will ensure the program and curriculum meets the needs of children with additional needs. Learning materials and equipment such as books and games will reflect positive inclusion and children with additional needs in the community.
• The service will work with external professionals and families to ensure that learning environments are most suited to each child with additional needs and children and families from culturally diverse backgrounds. We will also involve children in this process. And where appropriate, the service will keep a copy of any specific plans or instructions provided by external resource providers and professionals for children with additional needs.
• Children may have sensory sensitivities to pressure, texture, smell, noise, visual expectation of the environment or colour which may need to be considered in the environment.
• Children will be encouraged to feel safe and secure during their education and care at the service by developing trusting relationships with educators, other children and the community.

Positively Promoting Each Child's Personal Ability

Our service wants children to develop to the best of their personal ability. Our philosophy highlights our commitment to equity and fairness for all children. Every child in our service is an individual and we aim to promote and encourage this by:

• Our commitment to ensuring each child is able to fully participate in their education and care at the service.
• Helping children to develop ease with and have a respect for physical, racial, religious and cultural differences.
• Enabling children to develop autonomy, independence, competency, confidence and pride.
• To provide all children with accurate and appropriate material that provides information about the additional needs of others.
• Providing educators of a high calibre who encourage children to experience active and energetic play in order to develop their physical potential.
• Presenting children with a wide range of male and female work roles, both within the home and the workplace, including nurturing roles.
• Encouraging children to develop friendships with each other based on mutual trust and respect.
• Including in our program and curriculum, and the physical environment, an awareness of cross-cultural and non-discriminatory practices.
• Using a program that is based on a child's development and that is also relevant to the children's life experiences, interests and social skills.
• Encouraging parents from non-English speaking backgrounds to contribute their knowledge and culture to the service to enhance the program.
• Making it clear to children through all educators that it is not acceptable if a child were to say or do an unfair thing to another person and that if this does occur a staff member will firmly step in.
• Educators will familiarise themselves with, and share knowledge about, the specific communication needs of each child. This will include verbal and non-verbal communication skills and cues. Where applicable, this may include things such as sign language and or learning key words in the child's home language.

Professional Support Services for Children

• Our service will not hesitate to access external professional support services for children with additional needs.
• Educators will liaise with the Nominated Supervisor to ensure the needs of each child are met throughout their education and care at the service.
• The service will use the Enrolment Form to gather information about children with additional needs. Educators will encourage families to update this information throughout the year and families are responsible for passing on information from any professional support services accessed outside of the service. This will promote the continuity of learning for each child.
• Information gathered about children with additional needs may be used to develop an individual support plan that will kept on file at the service and shared with families, the child's medical practitioners and/or professional support services and where appropriate the child's local school if known by the family.
• The service will work with local schools to help children with additional needs transition. We are open to sharing information about the additional needs of children to promote continuity of learning.
• Educators will remain positive, open-minded and honest at all times.

Professional Development and Support for Educators

• Our service will access professional development for educators to help the service meet the needs of each child with additional needs.
• Our coordinators will visit fortnightly (or upon request by the educator) to support and offer guidance to educators who are caring for children with special needs.

Sources

• Education and Care Services National Regulations 2017
• National Quality Standard
• Early Years Learning Framework

Review

The policy will be reviewed annually.

The review will be conducted by:

• Management
• Employees
• Families
• Interested Parties

Last Reviewed: 15th August 2022

Date for next review: 15th August 2023