AQ Kindy Inclusion Service: Resources

There are many reasons why a child may not follow through with a provided instruction. Understanding the reasons behind this can help you choose the most appropriate strategies to provide support.

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For some children, change can create feelings of insecurity. It is important to reflect on transitions and consider what strategies might support success for all children.

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When working with children, educators may observe unsafe behaviours when a child is communicating an unmet need. It is important they explore the unmet need and communicate with families about the concern. Acknowledging the family as the child’s first teacher and collaborating with them can be effective in creating a successful environment for the child to learn, grow, and thrive.

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What are the qualities of an Inclusive Team? This printable resource highlights shared understandings and shared processes/practices for an inclusive team that you can display in your classrooms to support inclusive practices every day.

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Indirect language provides a way for educators to phrase demands or instructions differently. This can offer a greater sense of choice and autonomy, which can be supportive for a child’s regulation and reduce stress.

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A comfort item is a toy, an outfit or an object that a child accesses for comfort. Accessing comfort items can support with regulation across the day.

View/Download this Tip Sheet here.