Creating Spaces Where Diversity Is the Norm: An innovative competency-based blended learning teacher education program in Ireland

Abstract

Transforming schools to ensure every student has the opportunity to learn requires innovation at the teacher education level. The goal of inclusion is complex, and so it is critically important to prepare teachers to lead organizational change that will increase engagement and achievement of children with diverse learning abilities.

Notes

¹ Ring, E., Daly, P., & Wall, E. (2018). Autism from the inside out: A handbook for parents, early years, primary and post-primary settings. Oxford, England: Peter Lang.

² United Nations Educational, Scientific and Cultural Organisation. (1994). The Salamanca statement and framework for action on special needs education: Access and quality, Salamanca, Spain, 7-10 June 1994. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF

³ Ring, E., Mhic Mhathúna, M., Moloney, M., Hayes, N., Breatnach, D., Stafford, P., … Ozonyia, M. (2016). An examination of concepts of school-readiness among parents and educators in Ireland. Dublin, Ireland: Department of Children and Youth Affairs. Retrieved from www.dcya.gov.ie/documents/earlyyears/20170118AnExaminationOfConceptsOfSchoolReadinessAmongParentsEducatorsIreland.PDF

⁴ Department of Children and Youth Affairs. (2018). Access and inclusion model (AIM). Dublin, Ireland: Author. Retrieved from http://aim.gov.ie/

⁵ Pobal. (2018). Early years sector profile report 2017/2018. Dublin, Ireland: Department of Children and Youth Affairs. Retrieved from https://www.pobal.ie/app/uploads/2018/11/Early-Years-Sector-Profile-Report-2017-2018.pdf

⁶ Quality and Qualifications Ireland. (2018). National framework of qualifications (NFQ). Dublin, Ireland: Quality and Qualifications Ireland. Retrieved from http://www.nfq-qqi.com/

⁷ Urban, M., Vandenbroeck, M., Van Laere, K., Lazzari, A., & Peeters, J. (2011). Competence requirements in early childhood education and care. Final report. Brussels, Belgium: European Commission. Retrieved from https://files.eric.ed.gov/fulltext/ED534599.pdf

⁸ Inter-Departmental Group. (2015). Supporting access to the early childhood care and education programme for children with a disability. Dublin, Ireland: Department of Children and Youth Affairs. Retrieved from http://nda.ie/nda-files/Supporting-Access-to-the-Early-Childhood-Care-and-Education-for-Children-with-a-Disability.pdf

⁹ Department of Children and Youth Affairs. (2016). Diversity, equality and inclusion. Charter and guidelines for early childhood care and education. Dublin, Ireland: Department of Children and Youth Affairs. Retrieved from http://aim.gov.ie/wp-content/uploads/2016/06/Diversity-Equality-and-Inclusion-Charter-and-Guidelines-for-Early-Childhood-Care-Education.pdf

¹⁰ Melhuish, E. (2015, October). What matters in the quality of ECCE? Answer: Interactions drive development. Presented at Organisation for Economic Development and Co-Operation Meeting (OECD), Early Childhood Education and Care International Policy Event, Dublin, Ireland. Retrieved from https://www.youtube.com/watch?v=2U1zoC6EUbw

¹¹ Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45-51. Retrieved from https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1005&context=edp_facpub

¹² Ring, E., O'Sullivan, L., O'Keeffe, S., Ferrris, F., & Wall, E. (2018) An evaluation of Teach Me as I Am Early Years Programme. Dublin, Ireland: AsIAm

¹³ Whitebread, D., Kuvalja, M., & O'Connor, A. (2015). Quality in early childhood education: An international review and guide for policy makers. Doha, Qatar: WISE. Retrieved from http://www.wise-qatar.org

¹⁴ Slot, P. L., Leseman, P. M., Verhagen, J., & Mulder, H. (2015). Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, 33(4), 64-76. doi:10.1016/j.ecresq.2015.06.001