individual differences and assessment in the early childhood setting © mclachlan, edwards, margrain...

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