Inclusive Practice
Here are the terminologies of a child; 'an autistic child' and 'a child with autism'.
Both describe exactly the same condition of a child, however, they have an enormous difference in their meaning and in practice. The former terminology focuses on the disability of a child rather than seeing her/him as a whole child, while the latter sees a child as an individual with character. Children are usually very open and accepting of children with diverse needs for who they are (Allen & Cowdery, 2009; Saifer, 2002).
If children are stigmatised or describe the one with diverse needs in a disrespectful way, it is because they learned from observing or hearing what and how adults describe or act towards the people with diverse conditions and needs (Bird & Drewery,
2003).
In the early childhood education and care (ECEC) setting, we may come in contact with chidlren who have diverse educational needs that have or have not been indentified. Inclusive education is ratified by the Ministry of Education (MoE) and it is promoted throughout the government documentation such as; the early childhood curriculum Te Whāriki (MoE, 1996), Quality in Action (MoE, 1998), and others. This essay will explore 'labeling' through critial analysis of the languages being used. It will also endeavour to identify inclusive education, respectful practices and strategies to respond to all children's diverse needs.
“Inclusive education is a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education” (p.7).
As the quote of UNESCO (2003) suggests, 'inclusive education' is all about recognising and valuing human diversity that everybody has the right to access and participate in quality education equally with appropriate support aids or services
(Allen & Cowdery, 2009; Cullen, 2010; Mitchell, 2010). Human Rights Act 1993 and
The National
Both describe exactly the same condition of a child, however, they have an enormous difference in their meaning and in practice. The former terminology focuses on the disability of a child rather than seeing her/him as a whole child, while the latter sees a child as an individual with character. Children are usually very open and accepting of children with diverse needs for who they are (Allen & Cowdery, 2009; Saifer, 2002).
If children are stigmatised or describe the one with diverse needs in a disrespectful way, it is because they learned from observing or hearing what and how adults describe or act towards the people with diverse conditions and needs (Bird & Drewery,
2003).
In the early childhood education and care (ECEC) setting, we may come in contact with chidlren who have diverse educational needs that have or have not been indentified. Inclusive education is ratified by the Ministry of Education (MoE) and it is promoted throughout the government documentation such as; the early childhood curriculum Te Whāriki (MoE, 1996), Quality in Action (MoE, 1998), and others. This essay will explore 'labeling' through critial analysis of the languages being used. It will also endeavour to identify inclusive education, respectful practices and strategies to respond to all children's diverse needs.
“Inclusive education is a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education” (p.7).
As the quote of UNESCO (2003) suggests, 'inclusive education' is all about recognising and valuing human diversity that everybody has the right to access and participate in quality education equally with appropriate support aids or services
(Allen & Cowdery, 2009; Cullen, 2010; Mitchell, 2010). Human Rights Act 1993 and
The National