Change management - Support for day care workers encountering integration
Summary :
Table of Contents
- Abstract
- Process change in the aircraft manufacturing industry
- The commitment and enthusiasm of the director of a daycare centre
- Understanding how workers in daycare centres can be supported
- Managing the needs of children
- Conclusion
- References
Abstract
There is a growing acceptance of the need to integrate children with extra support needs into daycare programs, and more and more daycare centers are attempting to integrate these children. To support the daycare workers who must learn to accommodate children with extra support needs, we must consider how we support these workers. Their own sense of community is one element - other elements described in this paper include working with specialists and parents to identify goals for the child, and ensuring that daycare workers and specialists had a simple and non-directive method of communicating about the child with each other.
The academic study of integrating children with extra support needs into daycare programs in Canada is a relatively new field. As Irwin, Lero and Brophy (2004) note, the movement towards integration has only emerged in Canada since the 1970s; even now, integration is somewhat inconsistent, with some provinces and territories providing more funding and special support resources than others (Irwin, Lero and Brophy: xx-xxi). Because this is a relatively new area, there are many factors that need to be explored in greater detail. This paper is focused on one area in particular; what occurs when daycare workers are put into a new situation, where they must support the integration of children with extra support needs into the facility where they work. The primary questions I will explore are how to support the needs of these workers, and how to approach the problems that can occur with this kind of change (questions of leadership and empowerment).
The academic study of integrating children with extra support needs into daycare programs in Canada is a relatively new field. As Irwin, Lero and Brophy (2004) note, the movement towards integration has only emerged in Canada since the 1970s; even now, integration is somewhat inconsistent, with some provinces and territories providing more funding and special support resources than others (Irwin, Lero and Brophy: xx-xxi). Because this is a relatively new area, there are many factors that need to be explored in greater detail. This paper is focused on one area in particular; what occurs when daycare workers are put into a new situation, where they must support the integration of children with extra support needs into the facility where they work. The primary questions I will explore are how to support the needs of these workers, and how to approach the problems that can occur with this kind of change (questions of leadership and empowerment).
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