LINC Award for Leadership in Inclusion
Closing Date: 21 February 2020
LINC Award for Leadership in Inclusion
The partners in the LINC Consortium (Mary Immaculate College, Early Childhood Ireland and Maynooth University – Froebel Department) wish to recognise and highlight some of the great work occurring across the country in relation to the inclusion of all children within early learning and care services, focusing on the pillars of Inclusive Culture, Inclusive Practice and Inclusive Pedagogy, which are the foundation of the LINC Programme.
The award seeks to recognise a service that exemplifies the aims of the LINC Programme: to support the inclusion of all children in early learning and care services. Services that have appointed an INCO, who is a LINC Programme graduate will be able to give examples as to how they’ve implemented learning from the LINC Programme, in line with Aistear: The National Curriculum Framework and Síolta: The National Quality Framework and utilising the Competency Framework ‘Reflections for Inclusion’.
Criteria for Short-listing and Judging
As this is a LINC award, services who have appointed a LINC Graduate as an Inclusion Coordinator (INCO) are eligible to be nominated for this award
Criteria | Marks |
Inclusive Culture: has a culture of inclusion, focusing on the reflections outlined within the Reflections for Inclusion competency framework | 25 |
Inclusive Practice: has good practice and includes all children, focusing on the reflections outlined within the Reflections for Inclusion competency framework. | 25 |
Inclusive Pedagogy: has an inclusive pedagogy, focusing on the reflections outlined within the Reflections for Inclusion competency framework | 25 |
Leadership: can demonstrate how the service has led the implementation of inclusion culture, practice and pedagogy within their service and/or how they are leaders of inclusion within the sector | 25 |
Total Marks | 100 |
Documentation and Supporting Evidence
- The maximum word limit is 750 words.
- Award entries must be factually accurate
- Supportive evidence may include for e.g. a maximum of one relevant photograph or artwork to support but is not essential
- A completed application form, in Microsoft Word format only.
- A signed Declaration
- Consents for all photos included (photos will not be accepted without photo consents).
- Photograph submission form, if applicable.
- You can embed your photos into your word application form (file size should not be bigger than 3 mb)
Reflections on Inclusion
Reflective practice is a state of mind, an ongoing attitude to life and work
A. An Inclusive Culture
| A | Reflections |
| 1 | All children are welcome. |
| 2 | All children are valued. |
| 3 | A focus is placed on promoting respectful interactions. |
| 4 | There are high expectations for all children. |
| 5 | Partnership with parents is actively promoted. |
| 6 | Difference is acknowledged and celebrated. |
| 7 | The environment accommodates the needs of all children. |
| 8 | All policies are inclusive policies. |
B. Inclusive Practice
| B | Reflections |
| 1 | Transitioning to and from the setting is a positive experience for children, families and staff. |
| 2 | Support for children with additional needs is co-ordinated |
| 3 | Staff members are encouraged to avail of continuing professional development opportunities |
| 4 | All staff are aware of their roles and responsibilities in relation to the promotion of inclusive practice |
| 5 | The expertise of staff is acknowledged and utilised |
C. An Inclusive Pedagogy
| C | Reflections |
| 1 | Children’s experiences are planned with the needs of all children in mind. |
| 2 | Strategies are in place to promote the participation of all children in learning. |
| 3 | A range of appropriate pedagogical approaches is used to support the holistic development of all children. |
| 4 | Play and playful learning are key features of practice for all children. |
| 5 | All children’s communication and interaction are promoted. |
| 6 | All children’s views are valued and responded to. |
| 7 | Early identification of children who require additional support is central to practice. |
| 8 | A variety of approaches to observation, recording and assessment is in place. |
| 9 | Early years educators plan, do, and review in partnership. |
| 10 | Positive relationships are understood and nurtured. |
| 11 | Children’s specific assessed needs are understood as ‘signposts’ that support children’s learning and development. |
| 12 | External assistance is elicited where required to support the setting in meeting children’s additional needs |
Opening and closing dates for awards applications
Opening Date: 6 January 2020
Closing Date: 21 February 2020
For more information on how to apply and the short-listing and judging process see here (click to page 2)
