Inclusive practice for EAL in early years is absolutely essential to make sure no child is left behind. %PDF-1.4 %���� xref VAT Registration No: 842417633. Assess Your Teaching Methods. Registered Data Controller No: Z1821391. Nevertheless, this was also problematic because everyone had different views on what works best and this highlighted some of the issues of multi-team working, which may be due to people feeling their specialism is more knowledgeable. 0000028027 00000 n Nonetheless, Greenhouse (2013) asserted that these interventions would necessitate a wide range of professional skills and would require supporting teachers with behaviour manage­ment for some children. (1995), described the principle of multi-agency working as offering "participants a forum to debate issues, by giving professionals from different backgrounds the opportunity for inter-disciplinary discussion and by establishing a collaborative relationship between professionals and carers" (cited in Greenhouse, 2013, p.408). 0000003971 00000 n However, preceding this there was a whole class activity where students were all placed in a line and the lecturer asked personal questions to establish what things the class had in common. This can be done or achieved when the various needs and diverse lifestyle of children and their families are factored into the settings planning, be it weekly, monthly or yearly. <]>> In your own service it is important to review your … This is a collection of resources and indicators of high quality inclusive early childhood environments prepared by the Frank Porter Graham Child Development Institute and the National Early Childhood Technical Assistance Center. 2. It came into force in September 2014 and was last revised in January 2015. Greenhouse, P. M. (2013) ‘Activity theory: a framework for understanding multi-agency working and engaging service users in change’. UCEDDs and the entire disability community can play a strong and definitive role in promoting this synergy across research, education, policy, and practice to promote the availability and growth of inclusive early childhood programs in their state. 0000003261 00000 n Therefore, it is useful to consider a theoretical framework whereby things can be mapped out, explored and understood. It endeavours to make a clear distinction between “underachievement” and SEN (Setting X, 2014). 0000060697 00000 n Inclusive systems require changes at all levels of society. This is where a decision is made on the progress of that child and suggestions are made that will be paramount for the child’s future. It expects staff to provide differentiated learning opportunities for all children within their setting and to provide materials suitable to children’s interests and abilities (Setting X Policy, 2014). Davis, L. J. Early childhood inclusion and early childhood intervention are inextricably linked. In conclusion, this essay showed the principles of inclusive practice governed by legislation and expected of all settings including in Setting X’s policies. It also strengthens the community by valuing inclusion and community support. An aspect of inclusion examined by Greenhouse’s (2013) research wasan investigation into the quality of professional relationships between educational psychologists and the other professionals who work with children, young people and their families as part of a multi-agency team. Similarly, The National Curriculum Inclusion Statement states that teachers should have high expectations of every pupil, regardless of prior attainment (Department for Education, 2015). An inclusive practice Childcare providers must ensure that every child at their setting is included. The research stated that as a result of Every Child Matters (ECM) agenda (2003), local authorities recognised the significance of a "joined up" multi-agency approach to providing Children's Services and in solving problems collaboratively (Greenhouse, 2013). We've received widespread press coverage since 2003, Your UKEssays purchase is secure and we're rated 4.4/5 on reviews.co.uk. This essay may contain factual inaccuracies or out of date material. The early years is where we can make a lasting difference to children’s views of the world, the people and the communities within it. Setting X focuses on individual progress to gauge success. We're here to answer any questions you have about our services. Disclaimer: This is an example of a student written essay.Click here for sample essays written by our professional writers. In line with this, Setting X, works with numerous multi-agency professionals for the best outcome for children in their setting. Reflective practitioners with deeper understanding of children’s needs and the expectation that their practice should develop in order to meet the changing Since September 2014, all funded early years settings must have regard for the new Code of Practice, which sets out the provision of the new Act. Vygotsky introduced the idea that language plays a pivotal role in cognitive development (Mcleod, 2018). 0000015561 00000 n 3. Nutbrown (2019), states that inclusion also applies to the practices, attitudes as well as the values that help shape early childhood groups, so that everyone feels comfortable, have a sense of belonging and can contribute to that group. 0000023585 00000 n By adopting an eclectic approach to the use of theory-driven inclusive education, we suggest that inclusive education practices best serve the … Early Childhood Essentials series: Inclusion and Diversity in the Early Years 3 Chapter 1 Inclusion is the process by which we value all individuals, recognising their unique attributes, qualities and ways of being. Every child should be able to develop alongside their peers and get to school prepared and ready to continue their learning. But progress comes slowly. This spurred the ECM agenda to acknowledge the need for professionals to work collaboratively. doi: 10.3109/09638289709166831. Attending a high-quality inclusive setting can help support young children who are at risk of, or have faced inequality and discrimination. The first is the Medical Model of Disability, which infers that people are disabled by their impairments (Marks, 2009), which according to Marks (2009) subsequently leads to low expectations and individuals losing their freedom, options and control in their lives. Special educational provision is underpinned by high quality teaching and is compromised by anything less. Early Years providers and schools must use their best endeavours to ensure that such provision is made for those who need it. (Accessed: 30 May 2019). SEND Code of Practice 1:24 This document provides a set of expectations for High Quality Teaching and SEND provision. For example, they have termly meetings called annual reviews where the child’s one to one support assistant, the classroom teacher and other appropriate multi-agency members (Early Years teams, speech and language therapists, educational psychologists etc.) Similarly, Piaget (1936) also believed that sociocultural influences impact on children (MacLeod-Brudenell, 2008). themes of the EYFS) including a very useful section on Inclusive Practice which consists of information and an activity around respectful language, the social model of disability, equality and diversity. In addition, it will examine the importance of collaborative work and the skills needed for multi-disciplinary teamwork. This is important in light of Lord Laming’s Review (2003) of Victoria Climbie’s death which recommended increasing joint working practices and data sharing amongst all those involved in the care of vulnerable young children (cited in Wilson and James, 2007). 0000003858 00000 n Every child has their own specific needs 0000009440 00000 n Inclusion in your Early Years Setting refers to a process involving a programme, curriculum or educational environment where each child is welcomed and included on equal terms A child can feel they belong and can progress to his/her full potential in all areas of development (National Childcare Strategy 2006-2010) In relation to the journals, the essay identified the potential key issues within inter-professional and multi-disciplinary working that impact upon inclusion and which all settings must consider in order to ensure that all children are included in their everyday practices. (2010) ‘40 years of storming: a historical review of Tuckman’s model of small group development’. Available at: https://www.hoddereducation.co.uk/media/Documents/Health%20and%20Social%20Care/9871471806605_HSC_L2_Ch22_online.pdf (Accessed: 17 June 2019). Both theorists have influenced the curriculum in the UK as both help us understand how children’s interactions with their peers, teachers, parents and anyone else they come into contact with, impacts on their development. Published 27 January 2017 It involves the reduction of barriers and active participation and collaboration. All children are citizens and have rights and entitlements. The teacher and assistants set up the classroom areas and materials in ways that can be accessible to all children, but they dynamically organize the physical space, equipment, and materials to intentionally encourage children’s independen… The SEND Code of Practice (2015) provided legal guidance on responsibilities, policies and measures relating to the Children and Families Act (2014). This activity was followed by the presentation, which further assessed us on our team work abilities, we applied the De Bono theory whereby we used the six hats (cited in Bono, 2000) to play a role of the teacher, SENCO and Senior Leadership Team. However, it has been argued that it is important to remember that effective multi-agency collaboration is more than an exercise in information gathering, which many serious case reviews have highlighted (HM Government, 2018). There are two models of inclusion which are extremely different. Early childhood inclusion and early childhood intervention are inextricably linked. Greenhouse’s (2013) article stated that efficient multi-agency working would enhance the skills and knowledge of multi-agency teams but that they must contemplate school-wide factors (such as the dynamic within the classroom), family factors such as ways of involving the family, as well as within-child factors, for example the child's personality and their background, this would result in long-term positive changes in behaviour (Greenhouse, 2013). 0000011809 00000 n This essay will discuss the principles of inclusive practice and explore how this is embedded in the early years setting, including Setting X. 0000032103 00000 n Therefore, this framework can help influence current practices (Greenhouse, 2013). The Early Childhood Forum’s definition of inclusion is: “a process of identifying, understanding and breaking down barriers to participation and belonging.” Good inclusive practice promotes managers and practitioners to reflect on how people feel. - Answered - Inclusive practice is an approach to learning that acknowledges that not everyone learns the same. Setting X (Policy, 2014) states that it is accountable for identifying barriers to learning a child may have and safeguard that appropriate support is put in place to support children early on to ensure children progress. According to Nutbrown (2019) inclusion in early years settings should be about implementing practices that ensure everybody feels they belongs. To export a reference to this article please select a referencing stye below: If you are the original writer of this essay and no longer wish to have your work published on UKEssays.com then please: Our academic writing and marking services can help you! clear strategies and positive approaches towards equality within early years provision When considering inclusion in any setting it is important to use theoretical models to assist our understanding of this and to help us create this type of inclusive environment. The second activity of the formative assessment involved splitting the class into two groups of three, each group had to look at a model of Lego and then each had to build their own Lego model based on the team’s recollection. 0000031401 00000 n This essay will discuss the principles of inclusive practice and explore how this is embedded in the early years setting, including Setting X. 0000018917 00000 n High quality early childhood programs form the foundation for high quality inclusive programs from which all children benefit. 0000011138 00000 n A practice is said to be inclusive when a setting make everyone feel welcomed and gives all children in their care equal opportunity to achieve the highest of standards. Within Setting X there is evidence of both models, for example in adaptation for accessibility that have been made, availability of disabled toilets and level floor access to enable independence but there are also aspects where they cannot participate, such as there is some equipment that may not be used by all which excludes individuals. 0000008613 00000 n This type of activity according to Peteiro (2015) aims to help us understand how working together as part of team can encourage positive outcomes. Inclusive Practice. Inclusive staff teams in which staff members’ own life experiences, skills, lan-guages and cultures are valued and seen as a positive resource on which the whole setting can draw. Atkinson, M., Jones, M. and Lamont, E. (2007) ‘Multi-agency working and its implications for practice’: CfBT Education Trust. 0000023311 00000 n The Children’s & Families Act (2014) also stresses that local authorities should involve families and children in considerations relating to their care and education; whilst also providing them with impartial support services. We will help you to learn more about it and why it is important. Correspondingly, it is influenced by the largest part of the Children’s & Families Act (2014), which focuses with the laws and provisions that relate to children with SEN or disabilities (Goepel et al., 2015). Inclusion in your Early Years Setting refers to a process involving a programme, curriculum or educational environment where each child is welcomed and included on equal terms A child can feel they belong and can progress to his/her full potential in all areas of development (National Childcare Strategy 2006-2010) Anti Bias Approach. Influenced by the above acts Setting X strives to achieve maximum inclusion of all children (including vulnerable learners) whilst meeting their individual needs (Setting X Policy, 2014). Examine Your Affinities and Prejudice. 0000000016 00000 n x�b``Pe``=�����A�؀�����ף�Y��6�IGD[|�,2�m+���b�vٕ�u��M�x V�(���0���(�@���j�\�@����$��W0^a��v������I�a� �j��7�-�_D)42�``���#p#�ႁ�7��>)�Ox��,�fca����s��kCP��Nߓ|�5Jb� ����a`��r#o 0 wE[ Inclusive practice is about the ways in which Early Years Provisions design and develop the learning …show more content… A revised SEN code of practice came into force in 2002 which provides a clear framework for identifying, assessing and make provision for Robert, so that his needs will be met ( Hodkinson and Vickerman, 2009). 0000001376 00000 n Reference this. Arber, R. (2005). Free resources to assist you with your university studies! This activity allowed us to share our knowledge and different practices from our various settings. Equality speaks to every person; man, woman or child being a member of the human race and therefore equal in that sense. 85–91. The Early Childhood Forum define inclusion as: A process of identifying, understanding and breaking down barriers to participation and belonging. reforms on inclusive practices and children’ s outcomes in early years settings in Australia is unknown. This includes exploring the values and beliefs that impact on inclusive practice and consequently, how this impacts on provision that incorporates reasonable adjustments. 2 Inclusive Practice Introduction: Inclusive practice This book has been written for early years practitioners who wish to focus on particular issues surrounding inclusion within their practice. In the last annual meeting for every child, the setting has to present a documented book and a video of the child’s progress that has taken place over the course of the year. DEE Early Years Course: The Aim & Objectives..... 3 2. BTEC Level 1/Level 2 in Children’s Play, Learning and Development Unit 3: The Principles of Early Years Practice Includes: Detailed powerpoint presentation on NON- inclusive practice … Hopefully, that’s where we can step in. 0000002726 00000 n Nonetheless, all professionals have key knowledge and experience they can contribute but above everything it must be remembered that every child must be treated as unique and this must be reflected in their EHC plans and a collaborative, multi-agency approach must ensure all aspects of the child’s needs are addressed. At Setting X, collaboration and teamwork is focal to our work. What it looks like: 1. 0000002282 00000 n If you need assistance with writing your essay, our professional essay writing service is here to help! August 19, 2015. As well as assessing your teaching methods, … All kids benefit from exploring the four defined areas of developmental skills when at play. Theoretical models have also been used to help in the analysis and understanding of this area, which include the Social and Medical Models. Everyone has their own idea about what ‘inclusion’ means and as a consequence it can take a different form in different settings. Similarly, the formative assessment which we undertook prior to this essay also emphasised the importance of how working together as part of team can boost positive outcomes. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/779401/Working_Together_to_Safeguard-Children.pdf. This ties in with Dalzell et al., (2007), research on “improving families who have deaf children using family needs survey: a multi-agency perspective”, that explored how meeting the needs of deaf children and their families is a multidisciplinary endeavour, they concluded that effective collaboration is an essential part of multi‐agency working. As #BlackLivesMatter continues to highlight the importance of equality, diversity and inclusion around the world, we turn to leading educationalist Aaron Bradbury-Coffey, to explore the current position practitioners take when working with children in the early years.. Oh! trailer It has attempted to demonstrate the importance of collaborative work and the skills needed for multi-disciplinary teamwork, which requires training and regular discussions. 0000027684 00000 n Our academic experts are ready and waiting to assist with any writing project you may have. Their inclusion policy states that accurate assessment of needs and carefully planned programmes, are essential to the success of all children including those with SEN (Setting X, 2014). Department for Education (2015) SEND code of practice: 0 to 25 years Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities. No plagiarism, guaranteed! This applies no matter what they think or say; what type of family they come from; what language(s) they speak; what their parents do; whether they are girls or boys; whether they have a disability or whether … Children should be treated fairly regardless of race, religion or abilities. 98 0 obj <>stream Which inclusive practices do early childhood programs need to master in order to welcome and support all learners? ECA is committed to the inclusion of every child in early childhood education and care. H�\�͎�@F�. 0000012912 00000 n The … HM Government (2018) ‘Working Together to Safeguard Children 2018’. (2017) The disability studies reader. 45 54 startxref (Accessed: 20 May 2019). According the The Early Childhood Research Institute on Inclusion (ECRII), parents of children without disabilities participating in inclusive programs report positive changes in their … 0000002701 00000 n Similarly, the child’s teacher and classroom assistant, along with the one to one support worker, share this information in meetings and this is recorded, and they work together to devise interventions for the child. When needed, children are helped to gain access to and use materials in meaningful ways through adult scaffolding strategies. As a practitioner, you are an early role model for the children and should respond to children without imposing adult agendas. 0000003996 00000 n 0000005506 00000 n This was looked at from the perspective of how this could engage service users in change and the implications this has for professional practice (cited in Greenhouse, 2013). 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