LINC Programme - Enabling Leadership for Inclusion through an Innovative Competency-Based Blended Adult Continuing Professional Learning Programme

Oct 15, 2026

In 2015, an Interdepartmental Group (IDG) examined ways to improve access to the Early Childhood Care and Education (ECCE) programme for children with disabilities and recommended creating a role of Inclusion Coordinator. LINC is a Level 6 Special Purpose Award adult continuing professional learning programme using a competency-based approach. It aims to strengthen inclusion for children with additional needs in early years settings, with graduates preparing to become Inclusion Coordinators. The paper outlines the programme background, adult learning methodology, and tools for measuring success.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Introduction

Background - LINC Programme Overview

AIM Model and Level Three Positioning

Competency Framework Underpinning the LINC Programme

An Inclusive Culture

Inclusive Practice

An Inclusive Pedagogy

LINC Programme: Enabling Leadership for Inclusion through an Innovative Competency-Based Blended Adult Continuing Professional Learning Programme fintan breen, sarah kelleher, emer ring, and seonastapelton Abstract In 2015, an Interdepartmental Group (IDG) examining mechanisms to support access to the Early Childhood Care and Education (ECCE) programme forchildren with disabilities recommended the creation of a role of Inclusion Coordinator in early years’ settings. LINC, an innovative competency-based adult continuing professional learning programme, is a Level 6 Special Purpose Award1 designed to enhance the inclusion of children with additional needs in early years’ settings with graduates becoming Inclusion Coordinators. This paper provides a background and overview of the LINC Programme, examines the adult learning methodology employed and outlines the tools adopted for measuring its success. Keywords: Inclusion, Early Years’ Education, Childcare, Access, LINC, Continuing Professional Learning, Additional Needs, Special Needs, Disability, Higher Education, Further Education, Adult Education, Blended Learning, Online, Education Methodology, Impact, Evaluation 1 The National Framework of Qualifications (NFQ) is a system often levels used to describe the Irish qualifications system including qualifications achieved in school, further education and higher education. The relationship between the Irish NFQ and the European Qualifications Framework (EQF) and the Qualifications Framework for the European Higher Education Area (QF – EHEA) has been formally established. See [http://www.nfq-qqi.com/ for](http://www.nfq-qqi.com/ for) further information. Introduction The benefits of high quality inclusive education for children in the early years are well-documented (Ring et al., 2016; Ring and O’Sullivan, 2018). However, providing for an effective inclusive education system is a complex political, economic and social struggle, involving reform at governmental, societal, preschool and school levels. While the Irish Government has invested significantly in fostering inclusive school systems at primary and post-primary levels, investment at pre-school level has been neglected until very recently (Ring, 2016). This has had negative consequences for young children with additional needs and their families in terms of access to an appropriate educational experience right from the start (Ring, Daly and Wall 2018). It has also amplified the status-gap between early childhood and primary /post-primary teachers, with the latter enjoying significantly higher professional status and related pay and working conditions. In order to begin to address these emerging dissonances, the Irish Government launched the seven level Access and Inclusion Model (AIM) in November 2015, to provide for a new model of governmentfunded supports aimed at supporting the inclusion of children with additional needs at pre-school level (Inter-Departmental Group (IDG), 2015) . This article reports on an innovative competency-based blended leadership adult continuing professional learning (CPL) programme developed to address level three of the AIM and discusses some of the initial programme evaluation findings. Background–LINC Programme Overview Embedded in international research, the seven-level AIM detailed in Figure 1. adopts a child-centred approach and acknowledges the centrality of developing a co-ordinated, responsive, effective and sufficiently resourced inclusive education system for children in early childhood care and education settings (ECCE) . The model was developed following extensive consultation with a wide range of stakeholders, including the parents of children with additional needs. In accordance with best practice, the model focuses on identifying and responding to each individual child’s developmental level, abilities and needs rather than relying exclusively on formal diagnoses. Figure 1. AIM Model (IDG, 2015, p. 6) The Leadersh

FAQs

What problem does the LINC Programme aim to address?

It targets improving access to early years inclusive education for children with additional needs, building support mechanisms at pre-school level and developing graduates into Inclusion Coordinators.

How is the LINC Programme structured in relation to the Access and Inclusion Model (AIM)?

LINC is located at Level three of the seven-level AIM, aligning the programme with adult continuing professional learning and inclusion leadership at that level.

What competency framework underpins the LINC Programme?

The Competency Framework for Inclusion in Early Childhood Care and Education underpins the programme, covering an inclusive culture, inclusive practice, and inclusive pedagogy.

Oct 15, 2026

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