By Mary Dickins
The key topics in inclusion are explored via an A - Z technique protecting key strategies, theories / theorists, and figures.
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Extra resources for A - Z of Inclusion in Early Childhood
Ainscow, M. and Kingston, D. (2006) Index for Inclusion: Developing Play, Learning and Participation in Early Years and Childcare. Bristol: Centre for Studies on Inclusive Education. Contact a Family (2013) Falling Through the Net. pdf (accessed 17 April 2013). Department for Education (DfE, 2012a) The Early Years Foundation Stage. uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs (accessed 8 May 2013). Department for Education (DfE, 2012b) Support and Aspiration: A New Approach to Special Educational Needs and Disability: Progress and Next Steps.
Through anti-discriminatory practice can come the realisation that we all have internalised layers of expectation based on our upbringing and experiences that operate on a conscious and subconscious level. For the individual child it is about coming to understand who they are and where they fit into the wider world. Children are not only learning about how they are valued as individuals but also about how their families are regarded and treated. In terms of a child within early education, it is about whether they will be encouraged to grow and extend their interests and abilities or whether they will begin to be shaped and disadvantaged because of the effects of discrimination resulting from the limited and negative expectations of others (Siraj-Blatchford and Clarke 2000; Dickins 2013).
Instead a dual system is being maintained and although there are many success stories there are warnings that we are merely perpetuating a two-tier system which segregates those whom the education system regards as challenging or undesirable. The closure of special schools in particular has been criticised as inhibiting parental choice and giving rise to an increase in exclusion. As proponents of inclusion have long acknowledged, there is a growing body of children with complex health needs and emotional and behavioural difficulties that it is proving difficult to include successfully in mainstream educational settings.