What Is An Inclusive Setting Or Environment?

This investigation looks at these issues and gives suggestions on how early childhood teachers can better meet the needs of children with a disability, and how they can support them within the early childhood setting. Although there are many problems teacher’s face when it comes to providing an inclusive environment for

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

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.

Part A My essay will examine five ways of identifying a setting as inclusive. I work as a nanny in a sole charge role, in a family home. I work with a family of 3 children, one of the little girls has additional needs and she attends a special needs school. I will reflect on my life experiences and the course material within this essay and how this has influenced my understanding of inclusion. Inclusion is about feeling like you belong, being valued and feeling happy within the setting and the local community, regardless of social backgrounds, age and ability. The five criteria I have chosen are The name of the setting, social inclusion, the curriculum, setting funding, and the view of inclusion presented. I have chosen these criteria as

In their article exploring inclusive education pedagogy, Florian and Black- Hawkins they argue that it is important to differentiate between inclusive pedagogy, inclusive education, and inclusive practice, although problematic because the term ‘inclusive’ is broad, this procedure can take numerous forms and little is identified about the details of practice at the classroom level (Black-Hawkins & Florian, 2011). Florian explains inclusive practice to be the “things people do to give meaning to the concept of inclusion (2009), inclusive education also differs extensively: from the particular, for instance incorporating children with disabilities in full service schools by relocating specialists provision from inclusive to full service schools;

When teachers think about standardized instruments that have been developed to collect specific information for example the criterion references assessment that describes a child developmental level and progress according to a prescribed set of skills, tasks, and activities. Also, Early Childhood Inclusion embodies the values, policies, and practices that support the right of every infant and young child and their families, regardless of ability to participate in a broad range of activities. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access offering multiple ways to promote learning and development. Also, participation using a range of instructional approaches to promote engagement in play and learning a sense of belonging for every child. And Support refer the opportunities for communication and collaboration among families and professionals to assure high quality inclusion.

Children benefit from inclusive as the way you are treated influences the way you treat others, inclusive practice helps children to be warm and caring because they have this experience themselves. Also inclusive practice helps children to explore their surroundings in a positive way and learn about the difference between people and that children of all ages learn to appreciate diversity in each other e.g. if a child is surrounded by positive images such as posters of children with different races and physical disabilities which is implementing a welcoming and encouraging environment by greeting parents and children of different cultures and abilities then the child will see that children who look or talk different get treated all the same and gain knowledge about other people’s living. A way that early year’s settings implement inclusive practice is by using or displaying resources that reflect children’s lives and celebrate diversity e.g. dressing up clothes such as Religious items and home corners. To be able to apply inclusive practice in your own lessons you would have to adapt a

Orr (2009) conducted interviews with special education teachers and the attitudes they have seen in their schools since inclusion was implemented in their schools. Orr (2009) chose fifteen teachers, which included fourteen female and one male teacher who agreed to participate in the study so it was a purposive criterion sample. Twelve of the fifteen teachers taught in a suburban area, two in a rural area, and one in an urban area; but they varied in the age they taught and school. Seven of the fifteen teachers taught in a self-contained classroom while the remaining eight taught in a resource room, where they only saw a student for less than an hour or two a day. Another pattern that showed was that many teachers found that they did not receive any classes that focused on differentiation or inclusion while completing their undergraduate work (Orr 2009). These results are important when considering the implementation of inclusion because it may mean that there is a need to reteach teachers. It is important to consider professional development classes district-wide before implementing inclusion in the classroom.

The whole child must be planned for, not just the parts that are different,” (Deiner, 1999). Inclusive education facilities give all children a chance to work together and be brought up in a diverse classroom. Inclusive classrooms will also give all the children a chance to see others differences and be aware of and accept diversity.

The importance of every student being able to get ample opportunity in the classroom is very imperative. However, there are times when teaching and educating in the class does not give everyone that same opportunity thus creating a problem or difficulty for students to all feel included. Inclusion in the early childhood setting is considered exemplifies the qualities, approaches, and rehearses that bolster the privilege of each newborn child and youthful kid and his or her gang, despite capacity, to take part in an expansive scope of exercises and settings as full individuals from families, groups, and society. The coveted results of comprehensive encounters for youngsters with and without incapacities and their families incorporate a feeling

There are many benefits to creating inclusive programs but the most important are the personal benefits that people gain. First, though, what is inclusion? Inclusion is defined by research associates for Services of School Improvement with this quote by E. J. Erwin: “The true essence of inclusion is based on the premise that all individuals with disabilities have a right to be included in naturally occurring settings and activities with their neighborhood peers, siblings, and friends” (Thompkins and Deloney 2). This works as a basic foundation description of what inclusion means, but what does inclusion do? According to research done by Dr. Abby S. Letcher and Kathy M. Perlow, holder of a BBA, there are many mental, social, and physical health benefits to inclusion (292).

In a perfect world, everyone would be accepted just because we are all human beings, but, that is not the case. Children with special needs have been subjected to everything from separate classes and schools to institutions and facilities for years. With the passing of laws children with special needs were taken into consideration and the need for inclusion was brought forth. Inclusion is when all students learn, participate, and contribute to all aspects of the learning process.

In order to get a true understanding of teaching in an inclusion classroom, I was able to observe a fourth grade classroom at Village School in West Windsor, New Jersey. The general education teacher was Ms. Welsh and the special education teacher was Ms. Wilush. Ms. Welsh has been teaching for many years, while Ms. Wilush has only been teaching for two years. Each teacher brings with them different strategies, that together make a wonderful classroom dynamic. The students make up an average size fourth grade classroom of a little more than twenty, but there are three students who receive additional instruction from Ms. Wilush in a resource room throughout the day. During my observation, I was able to sit in on writing lessons and science lessons. There was a wide variety of students in the class with all different strengths, weaknesses, and personalities. Watching and learning from both teachers through observation and interview was an extremely valuable experience.

Inclusive education also recognises that learning occurs both at home and in the community and therefore the support of parents, family and the community is vital (Department of Education, 2001). Truly inclusive schools understand the uniqueness of every child, that all children can learn and that all children have different gifts, strengths learning styles and needs. These schools then provide the appropriate means and support through which these needs can be met (UNESO, 2003)

Every child has the ability to learn, but the way a child learns and processes knowledge can be very different, especially for a child with special needs. (Mainstreaming Special Education in the Classroom) As a society we owe all children the chance to reach their full potential, thus we must set up an environment where this accessible. Integrated education unarguably allows the must vulnerable and excluded children this chance. According to Inclusiveschools.org, “Inclusion” does not simply mean placing students with physical or mental disability in general mainstream classrooms, but rather offers fundamental change to school community and how children learn altogether. Effective models of inclusive education according to various sources, is the right model of education for special needs students because it allows greater access to mainstream curriculum, preparation for integration in an inclusive society, and promotes a tolerant and inclusive society. (Full inclusion: Has its time arrived?, The Benefits of inclusive Education.)