xref We're here to answer any questions you have about our services. 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… (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). Available at: https://www.nfer.ac.uk/media/2001/mad01.pdf (Accessed: 27 May 2019). Attending a high-quality inclusive setting can help support young children who are at risk of, or have faced inequality and discrimination. What are Inclusive Practices? By exploring the legal, policy and procedural frameworks that govern inclusive practice it helped develop the recommendations on how to improve inclusivity in Setting X, through inter-professional and multi-professional working. 0000006023 00000 n More in-depth investig ation of the work of teachers in early 0000002282 00000 n 0000031748 00000 n 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. 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 values the diversity of the student body as a resource that enhances the learning experience' (Equality Challenge Unit, 2014). More in-depth investig ation of the work of teachers in early Children with and without disabilities can gain access to the physical space, materials, and equipment. This also helped shape an understanding of different professional roles and how they work together. Our academic experts are ready and waiting to assist with any writing project you may have. As Educators, we support an inclusive practice across our entire program, so that it embraces the right of every child to be, to belong and become in a diverse world. 0000003996 00000 n All kids benefit from exploring the four defined areas of developmental skills when at play. Nevertheless, effective communication can encourage working in partnership with the family and other professionals. The research looked at some of the barriers as well as the facilitators to effective multi-agency working. It involves the reduction of barriers and active participation and collaboration. 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. Study for free with our range of university lectures! 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). At the school level, teachers must be trained, buildings must be refurbished and students must receive accessible learning materials. 0000028027 00000 n %%EOF 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! The chosen article is “A framework for understanding multi-agency working and engaging service users in change” (Greenhouse, 2013)but itwill also make reference to ‘”Improving families who have deaf children using family needs survey: a multi-agency perspective” (Dalzell et al., 2007), as well as other readings. One of the main areas of inclusion that Greenhouse (2013) highlighted was the importance of effective communication with other professionals. referenceS. The Act also inspired the Education, Health and Care Plan (EHCP) which is based on a single assessment procedure that replaced special education statements. 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). Setting X (Policy, 2014) asserts that they try to ensure that children with SEN have the best opportunities to attain and achieve. This is evident at Setting X where regular meetings take place with parents and other professionals to discuss their children’s needs. If you need assistance with writing your essay, our professional essay writing service is here to help! 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. It gives the educators an opportunity to look at the planning process, the successful areas of planning, the areas of improvement and progress and to get motivated to work better for the learning of children. 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. 0000034937 00000 n 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. 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). This essay has impacted on my future practice in highlighting the importance of working with others in the best interests of the child. Therefore, it is useful to consider a theoretical framework whereby things can be mapped out, explored and understood. Davis, L. J. Multisensory experiences can be good because using more than one sense at a time helps to build the brain more quickly. The benefits of inclusive practices are well documented for all children, their families and teachers. What is Inclusive Practice in Early Years? 0000002726 00000 n VAT Registration No: 842417633. Elements of Inclusive Education for Early Childhood Programs. Subsequently, a group of professionals from diverse backgrounds with different skills and proficiencies would be required to achieve overall positive outcomes (Greenhouse, 2013, p.407). 0000003296 00000 n An inclusive practice Childcare providers must ensure that every child at their setting is included. Similarly, Piaget (1936) also believed that sociocultural influences impact on children (MacLeod-Brudenell, 2008). 0000018917 00000 n 0000001376 00000 n Goepel, J., Childerhouse, H. and Sharpe, S. (2015). Reflective practitioners with deeper understanding of children’s needs and the expectation that their practice should develop in order to meet the changing Equality speaks to every person; man, woman or child being a member of the human race and therefore equal in that sense. In line with this, Setting X, works with numerous multi-agency professionals for the best outcome for children in their setting. High quality early childhood programs form the foundation for high quality inclusive programs from which all children benefit. 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. 0000005506 00000 n Every child is unique and will develop at their own pace, so it’s not about treating all children in exactly the same way but treating each child fairly and paying attention to … It also strengthens the community by valuing inclusion and community support. 0000015561 00000 n The code stipulates that all pupils are entitled to a broad and balanced curriculum. According the The Early Childhood Research Institute on Inclusion (ECRII), parents of children without disabilities participating in inclusive programs report positive changes in their … This is a good thing because it demonstrates the child’s improvement and development. In your own service it is important to review your … The SEND Code of Practice (2015) provided legal guidance on responsibilities, policies and measures relating to the Children and Families Act (2014). 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. 0000031679 00000 n Benefits of Inclusive Practice. 0000005481 00000 n 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. As a practitioner, you are an early role model for the children and should respond to children without imposing adult agendas. 0000019191 00000 n Good practice in early education Research examining good practice in early education as part of the study of early education and development (SEED). Inclusive Play in the Early Years Offers Lasting Benefits. Every child has their own specific needs 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). The … 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. Similarly, The National Curriculum Inclusion Statement states that teachers should have high expectations of every pupil, regardless of prior attainment (Department for Education, 2015). 0000027958 00000 n 0000023585 00000 n 0000024579 00000 n This attempts to provide them with full access to the school curriculum. 2. When needed, children are helped to gain access to and use materials in meaningful ways through adult scaffolding strategies. 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 … Do you have a 2:1 degree or higher? 0000001789 00000 n 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. The latter is deemed by many academics as more valuable because it provides an understanding from the perspective of the individual. startxref London: Taylor & Francis. Sociocultural Activity Theory is associated with the work of Vygotsky (1920), who placed emphasis on the cultural and social factors that affect cognitive development (cited in Mcleod, 2018). 0000011809 00000 n What does inclusive early years practice mean? Marks, D. (2009) ‘Models of disability’, Disability and Rehabilitation, 19(3), pp. All work is written to order. Conversely, the journals as well as the formative assessment also highlighted some of the problems with multiagency teamwork that must be considered when implementing policies and procedures. 0 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. Inclusive Play in the Early Years Offers Lasting Benefits. 0000023654 00000 n DEE Early Years Course: The Aim & Objectives..... 3 2. This activity allowed us to share our knowledge and different practices from our various settings. Vygotsky introduced the idea that language plays a pivotal role in cognitive development (Mcleod, 2018). All children are citizens and have rights and entitlements. 0000010497 00000 n Inclusive Practice. 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. August 19, 2015. Inclusive play provides respect for the culture of children’s play and recognises that all individuals are welcomed and valued. - Answered - Inclusive practice is an approach to learning that acknowledges that not everyone learns the same. 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. Prior to this essay, a class based formative assessment was carried out which involved a group presentation that illustrated inclusion and inclusive practice. Everyone has their own idea about what ‘inclusion’ means and as a consequence it can take a different form in different settings. 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. 0000002424 00000 n (Early Childhood Forum, 2003) Early years settings must promote an inclusive society in which every person is fully accepted, respected and valued. SEND Code of Practice 1:24 This document provides a set of expectations for High Quality Teaching and SEND provision. Disclaimer: This is an example of a student written essay.Click here for sample essays written by our professional writers. In conclusion, this essay showed the principles of inclusive practice governed by legislation and expected of all settings including in Setting X’s policies. In order to do this, a critical analysis of a peer review journal article will be undertaken to examine an aspect of inclusion. 0000061201 00000 n Central to good inclusive practice are children’s rights. 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. Setting X focuses on individual progress to gauge success. Free resources to assist you with your university studies! (2017) The disability studies reader. 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. reforms on inclusive practices and children’ s outcomes in early years settings in Australia is unknown. 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). Inclusive systems require changes at all levels of society. According to Percy-Smith (2005) and (Atkinson et al., 2007) this is where information exchange comes into play, in other words involving the mutual learning/knowledge of what each person does and could do. Arber, R. (2005). 0000019260 00000 n 0000003858 00000 n 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. Although the group I was in did not win this activity there was still a sense of achievement because we demonstrated an ability to work collaboratively and achieve our goals together. 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. reforms on inclusive practices and children’ s outcomes in early years settings in Australia is unknown. Special educational provision is underpinned by high quality teaching and is compromised by anything less. The Early Childhood Forum define inclusion as: A process of identifying, understanding and breaking down barriers to participation and belonging. Developing Inclusion, Education & Human Rights..... 4 3.Factors Effecting the Development of an Early Years Inclusion Policy ... Standards for Inclusive Practice in Early Years Settings..... 62 30.Planning Progress An Early Years Curriculum Framework & … The Act requires that all schools support pupils with a wide range of SEN (Department for Education, 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) 0000023311 00000 n (Accessed: 20 May 2019). By adopting an eclectic approach to the use of theory-driven inclusive education, we suggest that inclusive education practices best serve the … 98 0 obj <>stream 0000009440 00000 n Our spotlight article below ‘Promoting equality and diversity in the early years’ focuses on ‘Black lives matter’ and has points to consider to support reflective practice. Early childhood inclusion and early childhood intervention are inextricably linked. Bonebright, D. A. 0000000016 00000 n 85–91. Therefore, this framework can help influence current practices (Greenhouse, 2013). 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). 0000003261 00000 n It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for … 0000011138 00000 n As a foundation for this essay a formative assessment was carried out which involved a group presentation that illustrated inclusion and inclusive practice. trailer Published 27 January 2017 (2010) ‘40 years of storming: a historical review of Tuckman’s model of small group development’. 45 0 obj <> endobj Available resources and indicators of high quality inclusive practices are presented in this compilation. Service providers also benefit from inclusive practices in childcare by sharing resources and developing partnerships. 0000032103 00000 n Theoretical models have also been used to help in the analysis and understanding of this area, which include the Social and Medical Models. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 (Accessed: 27 May 2019). Multisensory experiences can be good because using more than one sense at a time helps to build the brain more quickly. Available at: https://www.hoddereducation.co.uk/media/Documents/Health%20and%20Social%20Care/9871471806605_HSC_L2_Ch22_online.pdf (Accessed: 17 June 2019). 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. The Early Years Health and Development website developed by the Queensland Government Department of Education provides to a number of links for supporting inclusive practice in early childhood settings along with links to information around health and development issues. Each time a similarity was established within the group we were allowed to move forward, which gave a sense of achievement for the group, whereas when we had nothing in common it felt like we were letting the group down. 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. This includes providing additional supports or removing barriers when required. In addition, it will examine the importance of collaborative work and the skills needed for multi-disciplinary teamwork. 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[ 0000024107 00000 n 0000010666 00000 n Hopefully, that’s where we can step in. 0000001690 00000 n It endeavours to make a clear distinction between “underachievement” and SEN (Setting X, 2014). 0000002567 00000 n 0000019676 00000 n 0000060697 00000 n This text is essential for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and devleop their own inclusive practices. endstream endobj 46 0 obj <>/Metadata 43 0 R/Pages 42 0 R/Type/Catalog>> endobj 47 0 obj <>/ColorSpace<>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC]/ExtGState<>>>/Type/Page>> endobj 48 0 obj <> endobj 49 0 obj <> endobj 50 0 obj <> endobj 51 0 obj [77 0 R] endobj 52 0 obj <>stream Abiding by The Equality Act (2010), Setting X strives to ensure that they safeguard from any discrimination or inequality of opportunity (Goepel et al., 2015). 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. Early Years providers and schools must use their best endeavours to ensure that such provision is made for those who need it. An inclusive practice can boost a child’s confidence. 0000031401 00000 n This stance to supporting young people, stems from the view that problems related to behaviour are not restricted to "within the child", but comprise of the wider context and other considerations around the child (Greenhouse, 2013, p.408). Nutbrown (2019), highlights that inclusion in mainstream settings is predominantly applicable to children recognised as having special educational needs (SEN). We will help you to learn more about it and why it is important. 0000032531 00000 n reflective practice is one of the five principles of the early years learning Framework” (DEEWR, 2010. p. 7). Childcare 0000027684 00000 n In addition, it will examine the importance of collaborative work and the skills needed for multi-disciplinary teamwork. What it looks like: 1. (Accessed: 30 May 2019). 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). Hopefully, that’s where we can step in. Greenhouse, P. M. (2013) ‘Activity theory: a framework for understanding multi-agency working and engaging service users in change’. Which inclusive practices do early childhood programs need to master in order to welcome and support all learners? This knowledge and understanding was also influenced by Tuckman’s Theory (1965) (cited in Bonebright, 2010) and De Bono’s Six Hats Thinking Exercise (Bono, 2000). 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. Assess Your Teaching Methods. A Unique Child Children’s entitlements. However, whilst highlighting areas of improvement it may highlight the child’s differences and challenges, which may not always be received positively by parents. In contrast, the Social Model of Disability was developed from the perspective of disabled people (Davis, 2017).The Social Model of Disability proposes that disability is caused by the way society is structured, rather than by the individuals impairment/disability (Davis, 2017). Inclusive practice is the active stance of not leaving anyone out in regards to opportunities, their circumstances and their rights to good quality education. 0000006754 00000 n Part 3 of the Children and Families Act 2014 relates to the provision of children with special educational needs and disabilities. The Code was updated January 2015. As well as assessing your teaching methods, … 0000024256 00000 n These plans support children, young people and their families from birth to 25 and are employed at Setting X (Goepel et al., 2015). In addition, it has a positive partnership with children’s classroom teachers and parents/carers. Inclusive education allows students of all backgrounds to learn and grow side by side, to the benefit of all. clear strategies and positive approaches towards equality within early years provision

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