Each child’s individuality, sense of wellbeing, belonging and independence will be nurtured in a loving and kind atmosphere. Our program will strive to support; individuality, dignity, development, self esteem, respect and acceptance. Each child will be given equal opportunity to learn, grow and problem solve through exploration, tuition, encouragement and guidance.
Please see our Waiting List Policy.
- Our program will reflect the varied needs and diversity of the communities we serve.
- We support the continued partnership between families, community partnership organizations, and Building Blocks Nursery School, to foster the truest potential in all children.
- The staff and employees of Building Blocks Nursery School will be committed to support all children equally.
- We recognise each person’s individuality, uniqueness, strengths, needs and abilities.
- Staff at Building Blocks Nursery School will undertake professional development on a regular basis.
- Each child is viewed as an individual with unique individual needs.
- Building Blocks Nursery School continues to foster relationships among community partners such as Peel Inclusion Resource Services (PIRS).
- To ensure each child is included in our program Building Blocks Nursery School will facilitate the use of specialized equipment, tools and learning materials and strategies.
- Building Blocks Nursery School and its staff will communicate with families, community partners (such as PIRS) to meet each child’s needs, if however, we find that after great measures our program does not suite the needs of a child and we have exhausted all resources, have collaborated with families to look at other sources then Building Blocks Nursery School will follow the Continue Placement Process. This will allow would Building Blocks Nursery School to follow the steps required to support families in alternate care experiences.
An all inclusive society creates both the feeling and the reality of belonging. Inclusivity is no longer defined by physical and cognitive disabilities but also includes a full range of human diversity with respect to ability, language, culture, gender, age and of other forms of human differences. “Student performance and behaviour in educational tasks can be profoundly effected by the way we feel, we are seen and judged by others (research conducted by Richard Wilkinson and Kate Pickett).
Definition of Special Needs:
A child who, due to familial, physical, behavioural, developmental, cognitive, communicative or emotional factors, is at risk of not maximizing their potential. Special needs encompass children who require support and assistance with daily living, whether formally diagnosed or not, and whether a diagnosis is short or long-term in nature. (Ontario Municipal Social Services Association (OMSSA) definition)
This Inclusion Policy will be reviewed by all staff (annually), ECE students, volunteers and support staff. The Inclusion Policy will also be available on the Building Blocks Nursery School web-site.
This policy falls within the guidelines of:
- College of ECE’s Code of Ethics and Standards of Practice – Early Childhood Educators make the well-being and learning of all children who are under their professional supervision their foremost responsibility. They value the rights of the child, respecting the uniqueness, dignity and potential of each child, and strive to create learning environments in which children experience a sense of belonging. Early Childhood Educators are caring, empathetic, fair and act with integrity. Early Childhood Educators foster the joy of learning through play-based pedagogy.
- Canadian Charter of Human Rights and Freedoms – States that: all individuals must be treated equally, regardless of their race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.
- Canadian Human Rights Act – States that employer and service providers are required to accommodate special needs, including those of people with disabilities, short of undue hardship.