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The Assignments
02 August 2015

19:05

Learning outcomes:
- Analyse definitions and interpretations of inclusion
- Demonstrate knowledge and critical understanding of relevant legislation influencing
inclusion/exclusion and the role of different professionals
- Explore the wide range of issues around inclusion in the contemporary context
- Analyse the role of the early years practitioner and how to include all children within a
diverse setting
Assessment 1 - Oral Assessment (25%)
-

11th December 2015 (Week 19)
10-15 minutes long
Prompt cards allowed
Questions will be given to us so we can prepare

Assessment 2 - Essay on Inclusion (75%)
-

12th January 2016
3000 words
Explore on area of inclusion in detail
Use a wide range of literature

You will be marked on your ability to:
- Analyse definitions and interpretations of inclusion;
- Critically explore the role of the Early Years’ practitioner in including all children within
a diverse setting;
- Apply relevant theories, models and strategies to professional practice;
- Structure your writing, e
...
coherence, logic of argument and links between
introduction and conclusion;
- Present the information with clarity of expression, accuracy of punctuation, spelling and
grammatical structure;
- Use an appropriate range and age of sources, accuracy of references, balance of
quotation and paraphrase
...
It is often an
assumption based on a person's outward appearance and skin colour
...

Equality - valuing a diverse, multilingual, multicultural and multiracial society
...
Offering and providing equal
chances to everyone in the society irrespective of variation within the population
...
Maintaining and upholding each
individual's human right not to be discriminated against and denied their equality
...
Every child and their family(ies) should be viewed as unique
and individual
Equality of opportunity - providing open access to early childhood services to allow every
child and family to participate fully, providing the same opportunities to every child whilst
simultaneously adapting it to suit the child's needs, treating all children equally based on
their individual needs, individual needs can change from one situation to another
Culture - refer to a number of shared beliefs and habits, embraces values and social norms
as well as more specific practices with regard to family structure and ceremonies, dress,
diet, music, art and drama… They are both influence and are influenced by the majority
culture
...
Inclusion can occur in schools, churches, play-grounds, work and in
recreation
Integration - Booth (1981) suggested that integration in education has been defined as a
process of increasing children's participation in the educational and social life of
comprehensive primary and secondary schools
Global (UN) and National levels - create the policies; Settings - expected to implement these
global and national policies; Personal - personal attitudes and interpretations will impact
greatly on the amount of inclusion
Global teaches National who teach the Settings who educate the Personal attitudes
...

Due to the differences in the culture, aspects of gender may vary greatly in different
societies
...

It is more common to use gender differences as a blanket term for sex and gender
differences
...
g
...
5 years

Basic gender identity Aware of sex, but believes
it can change

3
...
5 years Gender stability

Aware that sex is stable
over time, but not over
situations

4
...

Aspects of sexuality will not vary substantially between different human societies
...

It is more common to use gender differences as a blanket term for sex and gender
differences
...
'
Sexuality is:
-

Controversial
Social taboo
Universal statement is not feasible as it is interpreted differently in different societies
Children's awareness means that their innocence is attacked
Who am I? - identity crisis
What is wrong with my family?

What can be done?
-

Adapt resources to reflect diversity of the groups
Communicate with parents on a regular basis
Support for individuals
Respond to bullying
Reflect on own values and practice
Professional development of staff
Inform parents about policies to include people with gender identity and sexuality

ED5705 - Every Child Special Page 6

Race, Ethnicity and Inclusion
13 November 2015

08:59

Britain is a multi-faith society, where everyone has the freedom to practice their own religion
...

Ethnicity is the expression of the way people define or represent themselves
...

Everyone has an ethnicity and a member of an ethnic group
...

In a globalised world in which people are becoming more integrated the boundaries of
ethnicity are increasingly porous and are more difficult to define
...

It is used as a way of categorising individuals and population groups, usually based on
perceived physical differences - skin colour and so on - but these do not correlate with
genetic differences
...

Mixed race families do, each time, have to work it out by themselves: how they are going to
negotiate the mix of origin and cultures
...

Legislation:
- Race Relations Act
- Equality Act (2010)

- UNCRC - identify the articles within this legislative document that relates to race,
ethnicity, etc…
- The Children Act (2004)
Goodman (1964) identified that children develop racial awareness in three stages:
1
...
Phase 2: 4-5 years, Children are able to express their orientation (positive or negative)
towards specific racial groups
3
...
What is your understanding of the concept of inclusion?
2
...
Have you observed any practice in the past which has influenced your work?
4
...
Culture may as well refer to the beliefs, norms, and
attitudes that are used to guide our behaviours and solve problems
...
Traditional
2
...
Assimilated

(have not adapted at all)Traditional-----------------------Bicultural----------------------Assimilated(adapted the most to new culture)
'It is our experience that becoming bicultural is not a linear process, but rather a circular, recursive one
...
g
...
It could also relate to a person speaking different languages but replaced by pluringual
Pluringual: Refers to a person who speaks more than two languages
First Language: The first language which the child is exposed to, however it can be different to the mother tongue
Mother Tongue: Can be the first language, as well as language spoken at home
Home Language: Language used mostly at home
In the UK - 200 different languages; In the North West - 42 different languages
Bilingualism encompasses a range of proficiencies and contexts
...

In terms of competence, a bilingual may have very high levels of proficiency in both languages or may have only limited
proficiency in one and be far more proficient in the other
...
Although a child is
able to function in two languages, he or she is able to transfer information from one language to another readily

What can I do to support a child with EAL?
-

Non-verbal communication
Know their name and correct pronunciation
Buddy system
Books and resources in home language
Be aware of unusual situations, e
...
fire drills
Be respectful - celebrate their culture
Give him/her time
Use the professionals available to you - Area SENCO, Early Years Consultant, Advisory Teacher, EMAT, Specialist Advisory
Teaching Service, Speech and Language Therapists (SALT), Bilingual assistants, Interpreters
- Ask members of their community to assist
ED5705 - Every Child Special Page 12

- Ask members of their community to assist
Parents who cannot share thoughts and ideas with their children will inevitably lose the ability to shape, guide and influence their
lives
...

Strategies to bring out pupils' language potential can include:

-

Using culturally relevant resources and learning materials
Promoting thinking and taking in first languages to support understanding
Grouping EAL learners who share the same home language
Using ICT to enable children to develop and edit a text

ED5705 - Every Child Special Page 13

Themes of Inclusion
04 December 2015

09:04

'Different' - Concept has evolved - Ainscow and Dyson, 2007
Semantic Chameleon - Liasidou, 2012
'Unending process', adapt inclusion - Booth, 1996
Not only disabilities, but who - Oliver, 1992
Statistics - EYFS Profile results 2015
Children feeling good - positive attitude, resources that are used
Ethos of schools - how are children are treated, do not treat children the same but as
individuals

ED5705 - Every Child Special Page 14

Role of Professionals
04 December 2015

11:36

Who?
Health:
- Paediatrician
- Speech and Language Therapist
- Health Visitor
- Behavioural Therapist/Clinical Psychiatrist
- Midwives
- Physiotherapists
- Occupational Therapists
Education:
- Educational Psychiatrist
- Teachers
- SENCO
- Teaching Assistant
- School Nurses
- Lunchtime/Dinner Ladies
- Therapists (eg: Music/Art/Play…)
Care:
- Parents
- Children's Services
- Extended Family
- Foster Family
- Social Worker

ED5705 - Every Child Special Page 15

Assignment 2 - Essay Guidance
18 December 2015

08:57

ASPECT OF INCLUSION CHOSEN: ENGLISH AS AN ADDITIONAL LANGUAGE or GENDER
Introduction - what is the essay about
Brief discussion of inclusion (200 words)
Regarding the aspect, talk about:
-

Concept: what it is, terms, is it clear, statistics
Resources: what can be used to help promote inclusion
Theory: any theory
Legislation/policies: what can we relate to, talk about the link between resources and practitioner's practice
Controversies and debates
Examples of inclusion and exclusion

Conclusion - what you have learnt, still any worries or unanswered questions
May want to talk about the differences between the perspectives of child, adult and practitioner
...
naldic
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uk/ for more information
See books:

Supporting multilingual learners in the early years : many languages, many children - Sandra Smidt
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ED5705 - Every Child Special Page 16



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