1.2.5 Support for inclusion

1.2.5 Support for inclusion

The Access and Inclusion Model was launched in 2016 to ensure that children with disabilities can access the ECCE programme

The Access and Inclusion Model (AIM) was launched in 2016, led by DCEDIY on an inter-departmental and inter-agency basis. This child-centred model of support is designed to ensure that children with disabilities can access the ECCE Programme. Its goal is to empower early years educators in ELC settings to provide an inclusive experience and to ensure that every eligible child can participate meaningfully in the ECCE Programme, and benefit from high-quality early learning and care.

AIM includes both universal and targeted supports. The supports provided respond to the needs of the child in the pre-school context, and do not require a diagnosis. Universal supports, which include staff training, are designed to create a more inclusive culture in ELC settings. Where universal supports are not enough to meet the needs of an individual child, targeted supports are available, including specialist advice (through Better Start) and funding for additional staffing and equipment. As part of AIM, DCEDIY also supports ELC settings by providing continuing professional development, including: LINC Programme, a leadership for inclusion programme that provides training for an inclusion coordinator role in every ECCE setting, to lead inclusive practice and embed a culture of inclusion; diversity, equality and inclusion training; as well as Hanen, Lámh10, and a sensory processing e-learning programme.

Since AIM was introduced in 2016, there has been a steady increase in the number of services and the number of children receiving targeted support. In 2016/2017, 1,283 ELC settings and 2,486 children were supported under AIM. In 2019/2020, AIM supported 2,428 services in respect of 5,708 children.11

An evaluation of AIM has commenced and is due for completion in 2022. First 5 commits, subject to evaluation findings and other relevant developments, to consider enhancements to, and/or extension of, AIM to, for example, all ELC services, all school-age childcare services and/or to children with additional needs other than a disability.

The DCEDIY is committed to the provision of additional support to ELC settings to mitigate the impacts of early disadvantage

Data12 on inclusion of children from disadvantaged backgrounds in ELC and SAC indicates that, in 2020, 18% of settings reported at least one Traveller child attending, and 9% of settings reported at least one Roma child attending. 69% of settings reported having at least one child for whom neither English nor Irish was a first language, with 10,187 children from this group taking part in the ECCE programme in 2019-20.

Nevertheless, although approximately 95% of all eligible children take-up a place on the ECCE programme, a lower proportion of children from particular socio-economic and ethnic and groups avail of a place. Data13 for 2018/2019 relating to entrants starting compulsory primary education shows that only 73% from a Roma ethnic background, 77% of Irish Travellers and 91.4% from other, including mixed backgrounds came from an early childhood setting14 compared to 95% with a white or white Irish ethnic background. There were also variations according to DEIS status of schools; in 2018/2019, a higher proportion of entrants to junior infant classes in mainstream non-DEIS national schools (95%) came from an early childhood setting compared with entrants in mainstream DEIS national schools (91.6%).

10 Lámh is a manual sign system that is used in Ireland by children and adults with intellectual disability and communication needs. 11 Department of Children, Equality, Disability, Integration and Youth and Pobal (2021) Annual Early Years Sector Profile Report 2019-2020. Available at: https://www.gov.ie/en/publication/66671-annual-early-years-sector-profile-report-201920/ and https://www.pobal.ie/research-analysis/early-years/ 12 Source: Department of Children, Equality, Disability, Integration and Youth 13 Source: Department of Education Primary Online Database 2018/2019 14 An early childhood setting may be a ‘childcare setting, setting providing pre-primary education, an early start programme or a junior school associated with the primary school’.

Inclusion is also supported through the National Childcare Scheme15, which provides higher levels of subsidy for families with lower incomes, and which, through sponsorship arrangements involving a number of referring Departments and agencies, provides free places for families with high levels of need. In addition, DCEDIY is committed to the development of mechanisms to provide additional supports to ELC settings to mitigate the impacts of early disadvantage where there are high proportions of children who are at risk of poverty. Since 2020, plans have been put in place to develop a model of supports building on recommendations set out in Partnership for the Public Good: A New Funding Model for Early Learning and Care and School Age Settings.