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Reflecting on my journey from an educator to now a teacher of teachers, I can't help but feel a surge of questions that demand our attention. What does it truly take to build an inclusive society? Where does the journey of inclusion begin, and what does it really mean? In the past few days, I had the privilege of delving into Singapore's Nurturing Early Learners Framework (NEL). A guiding light for educators in planning curriculum, a measure of preschool quality, and a tool to assess school readiness. Within this framework lies a statement worth pondering: 3.4 "Children recognize the need for rules and routines for people to live, play, and work together harmoniously." But let's dig deeper. Are rules and routines alone sufficient for fostering harmonious living? Isn't it our daily conscious choices that genuinely shape an inclusive society? So, how can we get people to choose acceptance and inclusion? Let's draw focus into this statement. Are rules and routines enough for people to live harmoniously? Is it not people's daily conscious choice to accept and live in harmony? 👀 Recent headlines on Straits Times reveal unsettling truths: - Living hell: When noisy neighbours drive residents crazy - What a barricaded void deck says about Singaporeans Are these evidences of an inclusive society? A recent speech by Mr Tharman, our very loved president, on Autism and a mother's plea, " Staring does not make autism go away." Does staring and causing discomfort contribute to inclusion? Is segregating special needs children into separate schools promoting inclusivity? And what about a system that emphasizes compliance over understanding individual needs? Is there a possibility that a system that promotes compliance through rules and defined expectations to distinguish good and bad children, intelligent and not-so-smart children, is where the divide begins? This message is for: All the children who have been kicked out of School by heads of schools and teachers as they deem your child as a special needs. All the mothers fear getting a call from the School about their child's behaviour instead of a conversation about reasons that trigger behaviour and support that can be offered. All the children and people who get weird stairs for expressing themselves differently All the people that don't fit into the cookie-cutter frame! Let's not normalise this. Let's resist normalizing and formalizing separation in schools! It starts with us at age 0. I apologize, ECDA, but rules alone don't create harmony. We need an open dialogue, a collective effort to reshape the narrative. Together, let's champion true inclusion and embrace the beauty of diversity! 💙🌍 #EmbraceInclusion #DiversityMatters #EducationRevolution

Teenagers to receive empathy classes in Irish schools in redeveloped secondary school curriculum. Carl O'Brien writes in The Irish Times. Programme on activating compassion is supported by Professor Pat Dolan from UNESCO Child and Family Research Centre, University of Galway and Cillian Murphy (our (Irelands) wonderful Oscar winning actor as of yesterday) and is found to boost levels of concern and understanding of others. Prof Dolan has worked with Murphy for more than 10 years based on a shared interest in the role of empathy and social and emotional learning in building young people’s capacity to foster social connectedness. Empathy can be very easily overlooked given the pressure schools are under, but activating it among young people is crucially important,” says Prof Dolan. He believes it’s as important as learning math, languages or science. In fact, he would argue that it’s even more important. Against a backdrop of rising online bullying, racism and homophobia among adolescents in Ireland, he said research shows empathy is key to reducing bullying, promoting understanding and improving social connectedness. Recent evidence, he said, suggests empathy levels are declining among younger generations, while apathy and individualism are rising. read more below in The Irish Times: #empathymatters #empathyinleadership #empathy #empathyindesign #empathyineducation #individualism #connectionsmatter #connectedness #socialconnections #systemsthinking #systemschange #systemsdesign #compassion https://lnkd.in/ew3z9PAE

Diversity increases, concerns of educators and parents grow about children’s experiences of belonging and feeling ‘at home’ ... Our study indicates that pedagogies promoting belonging and working against injustice in early years education built on intersectionality and meta-awareness are yet to be developed in early years educational settings. #children #belonging #inclusion Johansson, E., Walker, S., Lunn, J. et al. Educators’ and Parents’ Perspectives About Belonging in Early Years Education in Europe. IJEC (2024). https://lnkd.in/eZx9rc9D

Expecting Children to Integrate Naturally Will Bring More Challenges to Your Kids and Yourself Mistake: Expecting Children to Integrate Naturally Many parents think that children are flexible and resilient enough to adapt to their new surroundings without help. This misconception can lead to frustration and sadness for both parents and children. Just like adults, children need guidance and support to adjust to a new culture, language, and social environment. Myth: 'Children Adapt Faster Than Adults' While children are often better at learning new languages and making new friends, this doesn’t mean they don’t need support. They can feel just as lost and overwhelmed as adults and need just as much help in their integration process. FAQ: 'How Can I Support My Children in Integrating?' Communicate Openly: Talk regularly with your children about their feelings and experiences. Ask them how they feel and listen to their concerns. Social Activities: Encourage your children to join sports clubs, hobby groups, and other social activities. This helps them make new friends and feel more at home. Support from School: Work with teachers and school staff to ensure your children get the support they need. Schools often offer additional help, such as tutoring or language support. Cultural Exchange: Teach your children about Dutch culture and customs, but also keep your own traditions. Finding a balance between both cultures can help children feel more comfortable. Limiting Belief: 'My Children Will Always Be Outsiders' It’s understandable to worry about how your children will adapt, but with the right guidance and support, children can fully integrate and develop a sense of belonging. It’s important to stay positive and show them that it’s possible to feel at home in a new country. Challenge: Bullying and Discrimination Unfortunately, children may face bullying and discrimination at school or in the neighborhood. It’s crucial to maintain open communication and support your children through these difficult situations. Talk with teachers and school administration to ensure that action is taken against bullying and discrimination. Desired Outcome: Happy, Confident Children The ultimate goal is for your children to feel happy and confident in their new environment. By being actively involved in their integration process, you help them make new friends, learn the language, and feel at home in the Netherlands. A well-integrated child will not only perform better at school but also be happier in daily life. Don’t expect integration to happen naturally. By providing your children with the support they need, you give them the best chance to succeed and be happy in their new home country. #Integration #ExpatLife #HappyChildren #Support #NewStart

I am absolutely 100% behind this, but it HAS to be real! Genuine empathy is essential in professional settings, acting as a fundamental aspect of leadership and integrity. Artificial empathy can damage trust and respect, highlighting the importance of authenticity in our interactions. Encouraging empathy from a young age ensures it becomes a core part of one's character, vital for professionals and leaders who should prioritise understanding and respecting others genuinely, not strategically. #Leadership #Empathy #RealEmpathy #GenuineEmpathy #EmpathyInAction

📚 According to recent figures, the number of school-age children with special needs in Luxembourg has more than doubled in the last five years. In primary schools alone, the number of students receiving additional support from the specific educational needs’ support team (ESEB) has skyrocketed from 702 to 2,574! Similarly, high school students receiving help from ESEB rose to 2,419. The increase is attributed to significant investments in resources and enhanced screening processes. With more specialist staff in schools and systematic screening, more pupils are benefiting from tailored care. #InclusiveEducation #EducationForAll #LuxembourgEducation

Reflecting on an inspiring meeting with YB Syed Saddiq, where I had the privilege to present my vision for a more inclusive and supportive society, particularly in the critical domains of education and mental health awareness, with a special emphasis on marginalized children and youth. In less than a minute, I outlined key proposals from my comprehensive memorandum: 1. 'Counselling Trucks' Initiative: A groundbreaking proposal aimed at providing accessible mental health support in rural and underprivileged areas where traditional counseling services are scarce. This innovative approach seeks to eliminate barriers to mental health care by bringing counseling services directly to communities in need. 2. Advocating for a 'Mental Burnout Leave Act': Addressing the pressing issue of mental exhaustion and burnout among workers by proposing legislation that acknowledges the importance of mental well-being in the workplace. This act aims to provide essential support for individuals facing mental health challenges. 3. Tackling Last-Minute Fee Payment Constraints in Education: Urging for solutions to ensure that every student, regardless of financial background, has equal access to education. This includes addressing the issue of students being unable to register for subjects due to last-minute fee payment constraints, thus promoting equality and opportunity in education. 4. Formation of a Youth Mental Health Association: Proposing the creation of a Youth Mental Health Association in Malaysia, led by young leaders, to actively monitor and address mental health issues faced by our youth. Empowering youth to take charge of mental health advocacy is crucial for creating sustainable, youth-centric solutions. Additionally, I stressed the importance of fostering volunteerism and community engagement by empowering a team of volunteers to provide tutoring and academic support to underprivileged children and students. This initiative not only addresses educational disparities but also fosters empathy and social responsibility within our communities. These proposals reflect my deep commitment to creating a more equitable and supportive society for all Malaysians, especially those from disadvantaged backgrounds. Grateful for the opportunity to share my ideas with YB Syed Saddiq and eager to collaborate towards tangible progress. #InclusiveEducation #MentalHealthAwareness #EmpoweringYouth #Advocacy #Volunteerism #CommunityEngagemen

Understanding diversity and inclusion can significantly enhance children's psychological safety and well-being in their early years. Exposure to diverse perspectives and inclusive practices helps children develop a positive self-image and fosters empathy towards others. Research suggests that children who experience inclusive environments show improved social-emotional development. As noted by Beneke et al. (2019), "When young children are in early childhood programs that value diversity and promote inclusion, they develop positive attitudes about themselves and others different from themselves." Moreover, cultivating an inclusive environment can reduce instances of bullying and social exclusion. A study by Hollingsworth and Buysse (2009) found that promoting inclusion in early childhood settings led to increased peer acceptance and social interactions among children with and without disabilities. Diversity education also contributes to cognitive development. Gaias et al. (2018) observed that "exposure to diversity in early childhood is associated with enhanced cognitive skills, particularly in the domains of problem-solving and critical thinking." How can we, as educators, trainers and practitioners, contribute to creating more diverse and inclusive environments for children in our spheres of influence? Share your thoughts and experiences on fostering psychological safety through diversity and inclusion in early childhood settings. This is what we are doing at our classrooms in Delhi at Educators For Equality through our DEI focused curriculum for children. If you are interested to learn, feel free to reach out to us. ❤ #children #inclusion #learning #education #research

Equal access to education is one of the key components of #Estonia’s education system – equality is seen both in geographical and socio-economical aspects; the people involved say its comparatively strong basis relates to social and educational policies developed over the last 30 years.