Expanding Resources

 

 
Globally there are changes in the understanding and practises that target inclusive practises for children and families during the early years. As an administrator supporting early education program, I have traditionally perceived our school to be responsible for providing early educational experiences to target children ages 2 ½ to 6. Within our school, we provide an environment and home based programs for children and families. Family Orientated Programs also take place within the school and home and are facilitated by educators and multidisciplinary team members.

Within Alberta, there are changes to service delivery model for children and students. These changes have not yet been presented to service providers; however the policy makers are also reaching out to the education community to request feedback for new ideas and alternative ways of providing service.

As a result of my continuing education with Walden University and independent research, I have made contact with several groups in Western Europe who implement a program labelled Step By Step.  Agencies in Belarus and Lithuania have been contacted via email to request information related to their programs.   They were also provided with some background information regarding our school that is located in Canada, should they have questions or wish to collaborate.  The Step by Step targets individualised child based programs that address diversity related to culture language and socioeconomic status. Parents are engaged to support their children as well as become active members of their respective communities.

 

The Step by Step Program is implemented in many Western European Countries:

“Educational Programs: 17900 teachers of children from birth through 12 years old have been trained in the Step by Step methodologies. 1550 children with special needs are served in inclusive classrooms in 280 schools across Belarus. 28 teachers and teaching assistants working with Roma children have been trained, and 86 of the children are receiving child-centred curriculum.

•Civil society Programs: 965 parents have participated in a variety of workshops and trainings designed to build their skills in working collaboratively with teachers and school administrators. 415 other community residents from 20 cities/communities have attended workshops on advocacy. 3475 youth from 11 universities/colleges have participated in volunteer community projects, including serving as teaching assistants in Step by Step classrooms.

•Publishing Programs: 6 methodologies and training manuals have been translated into for parents, teachers and administrators. A newsletter has also been developed and distributed as a way to exchange information among the 1,595 active, full-time members “ (International Step By Step organization, (ISSA), 2012).

References

The International Step by Step Association (ISSA).  Retrieved from http://www.issa.nl/Join%20ISSA%20leaflet-ENG.pdf