Approaches to Inclusion
1 Introduction
In this report the researcher aims to demonstrate a critical understanding of the principle that early years settings should provide for the needs of all children, including those with sensory and learning needs, gifted children, and children from remote and nomadic populations, children from linguistic, ethnic or religious minorities and children from other disadvantaged or marginalised areas or groups. For the purpose of this report, the researcher will use the term ‘Children with Special Educational Needs’ to refer to the above groups.
The researcher will provide a critical awareness on how theoretical models have changed ways of thinking about inclusive practice and the implications of this on legislation and policy making. The researcher will demonstrate a critical appreciation of the requirements of the law in relation to work practice and to evaluate how early year’s settings can accommodate a wide range of diversity. Recommendations for future practice will be provided.
1.1 The Setting
The setting which is referred to in this report is part of the Private, Voluntary and Independent (PVI) sector offering care and education for children aged from two to eleven years.
The setting is located in a village and is fully accessible to all. The children who attend the setting are predominately White, British and from working families.
2 Literature Search
2.1 A Definition of Inclusive Practice
The term ‘inclusive practice’ has come to mean many different things. It could be said that it is in fact a contestable term used to different effect by politicians, bureaucrats and academics. ‘Inclusion’ is not a single movement; it is made up of many strong currents of belief, many different local struggles and countless forms of practices. (Clough, 2000)
Similarly as Booth (2000) illustrate, definitions of inclusion are contestable. What is meant by ‘inclusion’ varies from culture to culture, society to society, institution to institution
In this report the researcher aims to demonstrate a critical understanding of the principle that early years settings should provide for the needs of all children, including those with sensory and learning needs, gifted children, and children from remote and nomadic populations, children from linguistic, ethnic or religious minorities and children from other disadvantaged or marginalised areas or groups. For the purpose of this report, the researcher will use the term ‘Children with Special Educational Needs’ to refer to the above groups.
The researcher will provide a critical awareness on how theoretical models have changed ways of thinking about inclusive practice and the implications of this on legislation and policy making. The researcher will demonstrate a critical appreciation of the requirements of the law in relation to work practice and to evaluate how early year’s settings can accommodate a wide range of diversity. Recommendations for future practice will be provided.
1.1 The Setting
The setting which is referred to in this report is part of the Private, Voluntary and Independent (PVI) sector offering care and education for children aged from two to eleven years.
The setting is located in a village and is fully accessible to all. The children who attend the setting are predominately White, British and from working families.
2 Literature Search
2.1 A Definition of Inclusive Practice
The term ‘inclusive practice’ has come to mean many different things. It could be said that it is in fact a contestable term used to different effect by politicians, bureaucrats and academics. ‘Inclusion’ is not a single movement; it is made up of many strong currents of belief, many different local struggles and countless forms of practices. (Clough, 2000)
Similarly as Booth (2000) illustrate, definitions of inclusion are contestable. What is meant by ‘inclusion’ varies from culture to culture, society to society, institution to institution
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