Cyp 3.3 1.1

Working towards inclusion means identifying barriers (real or perceived) to all children and families accessing and benefiting from what a setting has to offer on an equal footing. By breaking down those barriers we are taking steps to open up equality of opportunity and promote positive attitudes to diversity. This may mean things like having forms and notices available in different languages or formats, taking into account the needs of the families which use the setting to enable a diverse range of children and families to participate fully.

Children’s right to have access to equality of opportunity ,promoting the positive aspects of diversity. And they have no place in setting for children . Setting should always aim for inclusion is the opposite of discrimination. `inclusion requires us to appreciate the barriers real or perceived to all children and families participating in and benefiting from what a setting has to offer on an equal footing. Working towards inclusion involves striving to ensure that such barriers are broken down. When we start to remove these barriers and make sure that all children and families can be ( and feel themselves to be) part of our settings, we are taking steps to open up equality of opportunity and promote positive attitudes to diversity. We offer each child opportunities to achieve and flourish which are as good as the opportunities experienced by other children and families has an opportunity to participate in a setting.

The UN Convention on the rights of the child article 28 says that ''Every child has the right to an education'' article 2 says'' The convention applies to every child whatever their ethnicity, gender, religion, abilities, whatever they think or say, no matter what type of family they come from''. Schools have a duty to adhere to this legislation, they way that they do this is by adopting anti-discriminatory and inclusive practices. In order for us to promote these practices we must firstly understand how they impact on children and young people and what would happen if we did not promote them.

Teachers attitude toward inclusion are important factor that can cause inclusion to succeed or fail. Survey results indicated that numerous educators have a positive attitude towards the inclusion of special needs students and the beneficial outcomes that

De Santos and Daly (2008) suggest that parents considered inclusion to be of upmost importance and that inclusion can work and is happening, however there are still occasions whereby inclusion is not working and could be improved.

Race and culture should be addressed but some other things that are often overlooked and are just as important are age, special needs and gender. Students should not have the thought that they’re grandparents can go to the park because they are “too old”. They should not think that because one of their peers is in a wheel chair that they cannot play with all of the other students. And James should not think that Ashley and her mom can’t go camping because it’s for males

All children and young people have an equal right to education and learning. Inclusion means that all children and young people, regardless of their background or situation, should be included in all aspects of education and they have the right to participate fully in the curriculum. All schools should be inclusive, they need to recognise that every individual is different and this needs to be accepted. Schools should celebrate all the differences and similarities within their pupils. This can refer to differences and similarities in religion, culture, beliefs and disability. Every child needs to have a sense of belonging, they need to feel valued and accepted. If a child feels valued and accepted their confidence and self-esteem will increase.

The philosophy behind inclusion is the need to have children with disabilities and disorders that affect their learning experience to have equal learning opportunities

Barrett and Oppenheimer’s theory (2011) proposed “that there can be variation in the development of children’s intergroup attitudes, depending on their own characteristics the groups to which they belong, and the particular societal contexts in which they live.”(cited in Gallagher P. 2015,5.3)

Power prejudice and discrimination can affect children and young people by making them feel excluded.

Educators must model respect for diversity and fairness and thereby encourage others to do the same (especially the children in their care). This behaviour will also set the example for others to critically think about how they identify and work with fair and unfair behaviour in the childcare centre. The emphasis should be on respecting others, celebrating differences and becoming familiar with shared characteristics between children, staff and families.

Many schools are transitioning to an inclusive environment for students. One of the most ideal strategies is

I have come to a greater awareness of how each system will have an effect on the future children of my classroom. I believe that the techniques discussed in the text toward being able to change attitudes about diversity (Berns, 2016) will enable me to foster a classroom environment that will enable all the children in my classroom to have a positive attitude towards all cultural differences. Because of this class I know why the microsystem, mesosystem, exosystem, macrosystem and the chronosystem affects children and their development. I know that as a teacher I can have an effect on children, and their own prejudices, and I will be able to address them and optimistically, change them benefitting society as a

Since the topic of inclusion is growing more and more everyday many different people from all around the world are stating their thought and opinions on whether this is a positive or negative idea.

Why should educators critically examine their own values, beliefs and attitudes related to difference and diversity?