A REFLECTIVE REPORT ON HOW ABLE‚ GIFTED AND TALENTED CHILDREN ARE INCLUDED IN EARLY YEARS SETTINGS. ASSESSMENT “B” MODULE TITLE : INCLUSIVE PRACTICE IN THE EARLY YEARS WORD COUNT : 878 WORDS A reflective paper on how Able‚ Gifted and Talented children are included in Early Years settings”. Introduction In November 2012‚ the Department for Education (DfE) stated that schools should be providing “challenging and stretching educational opportunities for all pupils‚ including
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and rebellion by the people over land‚ capitalism and nationalism. “In Russia‚ China and Mexico‚ revolutionaries had more ambitious dreams of redistributing land‚ helping impoverished factory workers and ending the privileges of the rich”.1 Sun Yat-Sen was a pioneer for reconstructing China as a country and was devoted to changing China as a nation after the Qing era. Sun created the three people principle‚ which focused on changing China’s society as a whole and concentrated on nationalism as a country
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Inclusion has been a controversial topic at the forefront of education for many years now. The fact is that it isn’t going to magically go away nor should it. There will always be contradicting opinions about its application as well as its effectiveness. In the end‚ the decision to implement inclusion must be based on the best interest of both the general and special education student population. Inclusion should not be viewed as a place or a classroom setting‚ but as a philosophy or state
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INCLUSION Inclusive Education is the main initiative policy with respect to children who have special educational needs‚ disabilities to remove barriers‚ improve outcomes and remove discrimination (DfES‚ 2001). According to the Salamonca statement (UNSECO‚ 1994) every child has a fundamental right to education and must be given an opportunity to achieve and maintain an acceptable level of learning. Every child is unique with their own characteristics‚ interests’ abilities and learning needs.
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Educational Studies – Joint Honours Assignment 200937010 Q. Inclusion is a key priority within Scottish education. What do you understand the concept of ‘an inclusive school’ to involve‚ and what are its implications for you as an individual teacher? Since the introduction of the 1974 Education (Mentally Handicapped Children) (Scotland) Act‚ the legal right of all children to an education‚ no matter what their disability‚ has been a key priority within Scottish Education. The 1978 Department
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Promoting Equality and Diversity (1.1‚ 1.2‚ 1.3) Schools must produce policies that set out the guidelines and procedures that everyone in the school must follow. They must take in to account all individuals and groups within the school and show that equality and diversity are being recognised. Here are some codes of practice‚ and legislation that form a basis from which the government can steer schools’ practice‚ policies and procedures. How the practice promotes equality and values diversity
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Study day 11 Box 2 Diversity means something or someone is different (diverse). Equality means that everything and/or everyone is to be equal and treated the same. Inclusion means that everyone is to be included in a task/event ect‚ and no one is to left out. Participatation means taking part in an activity and/or sharing with others. Some of the main features of discrimination in our society are disabilities‚ your race‚ culture‚ religion‚ your sex‚ and your social group‚ these all play a
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onAsperger’s syndrome (AS) named after Hans Asperger (Young‚2009)‚ is often referred to as a high-functioning autism at the mild end of the Autistic Spectrum. (Prior‚ 2003). The diagnosis of AS is only made if three key types of behaviour are present; the child’s social relationships and social development are abnormal. The child is failing to develop normal communication and the child’s interest and activities are restricted and repetitive rather than flexible and imaginative. It is thought
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Defining the term ‘inclusion’‚ according to Sikes at al. (2007:366)‚ ‘is a thorny and controversial task which has occupied many commentators over the years’. Many have also argued that ‘inclusion is a bewildering concept which can have a variety of interpretations and applications’ (Avramidis et al.‚ 2002:158 cited Hansen‚ 2011:62). One might consider inclusion in relation to acknowledging diversity - people differ in all sorts of ways from race and ethnicity‚ culture and belief‚ gender and sexuality
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particular attention was played to the teaching strategies’ and practice in place within the setting‚ the learning environment and how the class teacher personalised learning. For the benefit of this assignment many of these observations regarding the inclusion of diverse needs were focused on two
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