Leadership for Inclusion (LINC) Programme
Wins Best Online Learning Experience Award at the 2017 Education Awards
and
Up to 1,000 early years practitioners offered free place on the LINC
Programme 2017/18 from today
Friday 2nd June, 2017
The Leadership for Inclusion (LINC) higher education programme for early
years practitioners won the award for ‘Best Online Learning Experience’ at
the 2017 Education Awards ceremony. The Education Awards recognise,
encourage and celebrate excellence in the third level education sector on
the island of Ireland.
LINC, which was established in 2016 as part of the Department of Children
and Youth Affairs Access and Inclusion Model (AIM), is a Level 6 Special
Purpose Award designed to support the inclusion of children with a
disability in free pre-school provided under the Early Childhood Care and
Education (ECCE) programme. The LINC programme is being funded by the
Department of Children and Youth Affairs and is delivered by a consortium,
led by Mary Immaculate College, Limerick together with Froebel Department
of Primary and Early Childhood Education, Maynooth University and Early
Childhood Ireland.
Minister Katherine Zappone welcomed the news, noting that ‘this is a
significant achievement given that the LINC programme is new, having only
been established in 2016. I would like to take this opportunity to
congratulate all those who have worked so hard in getting the programme up
and running and also the first intake of students who have engaged so
enthusiastically with it. The LINC programme is a key initiative under the
Access and Inclusion Model (AIM) designed to empower pre-school providers
to deliver an inclusive pre-school experience and to ensure that every
eligible child can reap the benefits of quality early years care and
education’.
The LINC programme contains online and classroom based sessions in order to
ensure a flexible and quality learning experience, enabling early years
practitioners in full-time employment to attend this important continuing
professional development (CPD) programme.
Last September, the first intake of 900 early years practitioners were
funded by the Department of Children and Youth Affairs to undertake the
LINC programme. From September 2017, graduates from the first intake will
perform a new leadership role of Inclusion Coordinator within their
pre-school setting. This will attract an increase of €2 per child per week
in the rate of ECCE capitation payable to that setting.
The application process for the 2017/2018 programme closed in early May and
all eligible applicants will be offered a place on this Programme today.
In all, 978 places will be offered to early years practitioners around the
country.
Further information about the LINC programme can be found on
www.lincprogramme.ie
ENDS//
NOTE TO EDITORS
The Access Inclusion Model (AIM)
The goal of AIM is to empower pre-school providers to deliver an inclusive
pre-school experience, ensuring that every eligible child can fully
participate in the Early Childhood Care and Education (ECCE) Programme and
reap the benefits of quality early years care and education.
AIM is a child-centred model, involving seven levels of progressive
support, moving from the universal to the targeted, based on the needs of
the child and the service provider.
Levels 1-3 provide universal support to create a culture of inclusion
within pre-school settings, by providing training and information for
pre-school providers and parents.
Level 1 works to foster an inclusive culture. In 2016, a new Inclusion
Charter for the pre-school sector was published, alongside updated and
strengthened Diversity, Equality and Inclusion Guidelines for Early
Childhood Care and Education. Training on the guidelines is now being
rolled out nationally.
Level 2 works to inform parents and pre-school providers about AIM. The
website www.aim.gov.ie contains comprehensive information on AIM and on how
to apply for the new schemes and supports. The website also contains the
new Inclusion Charter and Diversity, Equality and Inclusion Guidelines for
Early Childhood Care and Education, as well as a range of other resources.
Level 3 works to support a qualified and confident workforce. In September,
a second intake of 1,000 staff from pre-school settings will be funded by
the Department of Children and Youth Affairs to undertake Leadership for
Inclusion (LINC), a Level 6 Special Purpose Award. From September 2017, the
first cohort of close to 900 programme graduates will perform a new
leadership role of Inclusion Co-ordinator within their pre-school setting.
This will attract an increase of €2 per child per week in the rate of ECCE
capitation payable to that setting.
All targeted elements (Levels 4-7) of the Access and Inclusion Model are
operational.
Level 4 provides expert early years educational advice and support. This
service is available to pre-school providers and is based within the Better
Start Early Years Specialist Service. To date, the team of 50 specialists
(in early years care and education for children with disabilities) has
completed 5,675 visits providing advice and guidance. To further support
this work, 18 additional specialists will take up new posts in July.
Level 5 provides grants for equipment and minor alterations. 185
applications for equipment have been approved, as well as 25 applications
for minor alterations grants.
Level 6 provides therapeutic intervention for children who need it: 47
applications have been referred to the Health Service Executive (HSE) for
the relevant therapeutic supports.
Level 7 provides additional assistance in the pre-school room and 1,193
applications have been approved to date. In line with emerging best
practice to support the integration and independence of children with a
disability, AIM does not fund Special Needs Assistants (SNAs). Rather, it
provides financial support to the pre-school provider, which can be used
either to reduce the adult to child ratio in the pre-school room or to buy
in additional assistance to the pre-school room. Accordingly, Level 7
assistance is a shared resource for the pre-school setting.