Universal Supports (Levels 1 – 3 of the Access and Inclusion Model)
Universal supports are designed to promote and support an inclusive culture within pre-school settings by means of a variety of educational and capacity-building initiatives. Specifically:

 

  • A new Inclusion Charter has been developed for the pre-school sector. This tool supports services in developing their own Inclusion Policy.  The Diversity, Equality and Inclusion Charter and Guidelines can be accessed here.

  • A new higher education programme, “Leadership for Inclusion in the Early Years” which commence in 2016.Pre-school settings employing a LINC graduate will attract an increase of €2 per child per week in the rate of ECCE capitation payable to that setting.

  • A broad multi-annual programme of formal and informal training for pre-school staff in relation to disability and inclusion. Which will be funded by the DCYA and facilitated by local CCC’s.

 
 

Targeted Supports (Levels 4 – 7 of the Access and Inclusion Model)
A pre-school provider, in partnership with a parent or guardian, may consider that some additional support may be necessary to meet the needs of a particular child, they can apply for one or more of the following targeted supports:

 

  • Expert advice, mentoring and support is available from a team of early years specialists in early years care and education for children with disabilities. Who are based in the Better Start National Early Years Quality Development Service.
  • A scheme is available for the provision of specialised equipment, appliances and grants towards minor building alterations which are necessary to support a child’s participation in the ECCE Programme.
  • Therapy services, which are critical to a child’s participation in the ECCE Programme, are available through AIM and will be provided by the HSE.
  • Where the above supports are not sufficient to meet the needs of a child, pre-school providers, in partnership with parents or guardians, can apply for additional capitation to fund extra support in the classroom or to enable the reduction of the staff to child ratio.

 

 

 

 

 

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