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The aim of early childhood intervention is to reach all children and families in need of support as early as possible and as quickly as possible.

Early childhood intervention (ECI) services and provision need to be scheduled to respond to the needs of the children and their families, and not vice versa. The children and the families should be at the centre of all actions of the ECI process. The wishes of families should be respected, including possibilities for choices.

Sharing information among professionals and providing adequate information to families should be of high priority. Service providers should have the responsibility to ensure that all families have access to the right information.

The summary report of the Early Childhood Intervention (2008–2009) contains more relevant project findings.

Inclusive practice benefits from the fight against discrimination, racism and xenophobia, whilst raising awareness and supporting positive practice at school.

Positive practice should promote integrative and inclusive policies that are open to diversity, highlighting the educational values brought by all pupils, whatever origin or need they might have.

Schools should have adequate guidelines and resources in order to implement inclusive practice. Schools should aim to:

  • Understand and respect diversity;
  • Avoid any admission and registration policy that promotes segregation;
  • Recognise, support and implement educational strategies responding to the needs of pupils with special educational needs and an immigrant background;
  • Be actively involved in co-operation with services, including associations of and for immigrants;
  • Encourage communication with, as well as participation of families.

The main findings of the Agency’s Multicultural Diversity and Special Needs Education (2007–2009) project can be found in the project summary report and the project web area.

Accountability measures that impact on teachers’ work should value wider achievement and should be aligned with inclusive principles.

It is important to make the values underpinning national education systems more explicit. Any measure should focus on a range of education outcomes that support a move towards more inclusive communities.

Coherent, long term policies are needed for the inter-related areas of teacher education, school curriculum, pedagogy, assessment and accountability.

Project findings and recommendations from the Teacher Education for Inclusion (TE4I) Agency project can be found on the project web area.

 

 

 

 

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