EYMP5 Assignment 1

There are many children in this country who have a disability of some description who are trying to gain access to good quality early childhood education. However, there is still some problems for these children in being able to access this type of education and are often being excluded from a number of early childhood settings. This is mainly due to the fact of not knowing how to respond to their various needs.

The first article explains how music plays a big role in social, physical, thinking and language development. Music quite often provides opportunities to practice patterns, math concepts and thinking

Developing an inclusive school ethos is crucial if inclusion is to be understood (Booth & Ainscow, 2002). Within my own setting, we have worked hard to challenge prejudice and discrimination against children with disabilities and special educational needs. Again, like other schools, we still have more to do as we are far from perfect. In all that we say and do, we make a strong case for inclusion, and we try to go ‘the extra mile’ to provide education that is inclusive to all.

Preparing regular education teachers to address the diverse needs of children with special needs in inclusive set up.

The case study will focus on the partnership between St Andrews Primary School and the Special Educational Needs Co - coordinators from the national health services. I undertook my placement at St Andrews Primary School and worked closely within the special educational need team, which provide support in relation to children with additional needs. As being on placement and having the opportunity to work alongside the early year’s team, I experienced that a few children were much slower in terms of their learning and development.

Put on some music and invite children to a dance party (1 – 6 years old) - Music activities and experiences help children practice important skills, including thinking, language, motor coordination and understanding emotions. Music and singing can help children follow the routine. Clean-up songs alert children that it's time to put away their toys and move to another activity. Educators can use songs to signal a transition from one activity to another, or to keep children interested and occupied while they are waiting for the next activity. Playing quiet music is a clear signal for nap time. Loud, energetic music can get children up and moving or help them use up energy before they settle down to a quieter task. For this kind of experience

The curriculum emphasizes phonemic awareness, systematic phonics, oral reading fluency, requires the use of small groups, frequent performance feedback, and uses engaging arts- based interaction with students. In the beginning, students in experimental and control groups had similar reading levels. By the end of the Kindergarten, the program had a positive effect on phonemic awareness and systematic phonics. Between the groups, oral reading fluency had similar gains (Rose & Magnotta, 2012). Denac (2008), looked at the way in which preschool teachers show interest in musical instructional activities. Most of the teachers in his research preferred to use compact disk players to expose students to music. The sample of students were questioned concerning their music preference, data showed greater interest in listening to popular and folk music. Denac noted that the compact disk music used was not mainstreamed popular or folk music and that preschool teachers should pay attention to encouraging the interests of students (Denac, 2008). In a town near Bogotá, Colombia, mainstream music was used as a strategy to develop oral communication in a group of first grade English language learners. The six and seven year old students enjoyed the lesson and appeared to be singing along with the music. Upon further investigation, the students were not making meaningful

The purpose behind this report is to analyse inclusive practice within an early years setting of a child with a special educational needs (SEN). This is done through a case study. In order to establish whether inclusion is being taken into consideration and put into place, theoretical views, legislation and appropriate intervention methods will be discussed in this report. There is sufficient evidence being drawn upon as how the setting provides equal access to the curriculum for the child. The report will consider strategies that are in place to promote and factors that hinder inclusive educational practice.

Inclusive education is a move towards a learning environment where ‘special school’ learners are integrated into ‘mainstream’ education. According to Nind et al. (2005) ‘Education and educational provision is shared by both ‘normal’ pupils and those with a disability, at the expense of differences in the specific nature of each child or young person and her/his particular strengths and areas of weakness, and consequences that these differences have in terms of educational needs’. This means that the aim of inclusive practice is to create a neutral learning environment.

In order to have an inclusive lesson I believe it is the teacher’s responsibility to pre-plan and prepare each activity to suit each child’s specific needs. “Collaboration is not simply two or more people working together, but more importantly it is how two or more people can effectively work towards a shared goal (Friend & Bursuck, 2009)”. Research has shown that “students benefit from educators seeking assistance and guidance from each other in order to provide a supportive learning environment for students with disabilities within the general education curriculum”, in which could be the most engaging and successful experience for all parties involved (Leader-Janssen, Swain, Delkamiller, & Ritzman, 2012, p.

A market demand analysis is used to help understand how much consumer demand there is for a given product or service. This type of analysis will help determine if a business can successfully enter a market and generate enough revenue and profit to maintain the business. One must identify the market and the growth potential.

This research project will investigate staff and children’s perceptions of inclusion of children with special educational needs (SEN) across year three. It will consider whether the inclusive methods used by staff are effective, with reference to psychological theories, relevant legislation and recent research.

It is possible for students with ASD that are resistant to change and have repetitive behaviors to be successful in the inclusive setting. According to McLeskey, Rosenberg, & Westling, “...it is important that teachers

Sing songs to children is crucial for facilitates children’s literacy and numeracy development (Touhill, 2013). Research has found that the acquisition of early literacy skills and development are associated with singing nursery songs, as sing song to children promote children to discriminate sounds or rhythm, and it can also foster children’s concentration skill, auditory discrimination skill (listening skill) and speaking skills, which is the foundation of literacy development (Connor, 2011a; Fellowes & Oakley, 2014).

Students face high amounts of stress on a daily basis making the main benefit of dance education stress relief. When an individual dances the body releases the neurotransmitter, endorphins, which serve as the body’s natural painkiller to reduce stress. (Dancing to Relieve Stress par. 3). Another emotional benefit to dance education is the ability for students to express themselves. A journal titled, “Creativity, Self-Expression, and Dance” by Peter J. Arnold goes into detail about the connections between dance, creativity, and self-expression. Arnold claims, “Self-expression in its naturalistic state is perhaps best characterized as a form of emotional discharge which results from an unreflective reaction to a situation or event” (53). He then explains, “It is sometimes said, for example, that activities like creative writing, singing, music, painting, pottery, carving, drawing, instrumental music, drama, and dance help the child or adolescent to act out or aggressive tendencies, conflicts, and tensions” (Arnold 53). These activities may not be available for all students when outside of the school setting, thus removing them from schools would leave students with less opportunities for