Title: Inclusive education in early childhood 0
Length: 2000 words
Due: Week 7
Learning outcomes: 1, 2 and 3 For this essay you will need to:
- Critique current inclusion policy and legislation in relation to early childhood education.
• Debate theories and approaches to early childhood inclusive practice.
- Justify the importance of family perspectives and community networks in influencing educators’ pedagogical practice.
- Deliberate the role of the educator in the provision of inclusive early year’s education.
Your assessment should show evidence that you have read widely on the topic beyond the supplied readings and texts. Your assessment must use correct referencing, in APA style.
All submissions must comply with the requirements listed in the Student Handbook for this course.
Critique of Current Inclusion Policy and Legislation
The inclusion policy begins by appreciating that disabled children as well as normal children and their families are entitled to admission to schools that offer the highest standard of early childhood education. The customs in this policy anticipate the identification and removal of any challenges to full approval, contribution and education of kids (Mitchell, 2010). The inclusion practices also recognize the challenges that are related to infirmity entrenched in social and cultural perceptions and customs. These exercises aim to modify programs, association, organization and training so that kids, including those with disabilities can assume their respected position as a valued and recognized member of the schooling system (Mitchell, 2010). Inclusion uses unique approaches to deal with the issues of early education. It seeks to identify and react to diversity, without segregating the children who require special needs and removing them from the daily activities at the service (Mitchell, 2010). In early childhood education (ECE), it involves teachers taking the initiative to actively identify the barriers in learning, as well as involvement and acclimating the aspects of their training to remove them. This may involve the modification of several aspects of the education environment such as physical environment to enable inclusion or the teachers using different teaching practices that are not part of the norm (Mitchell, 2010). The primary purpose of understanding inclusion is to help children with disabilities partake in regular activities, and also confront the negative perceptions about disability. Through research that was conducted in New Zealand about ECE providers, a satisfactory service was illustrated as one that staff accommodates and tolerates the children with special needs and communicates with them (Mitchell, 2010). This builds a character of impartiality, parity, and the provision of service reinforced by the values of inclusion, and providing quality education to all. Instead of identifying these children by their disability; inclusion education involves recognizing children as individuals eager to seek information. For teachers to have this mentality, they need to accept the inclusive philosophy, and also, the erudition of inclusive practices (Mitchell, 2010). In order to create an inclusive environment, it is important that teachers develop a cooperative relationship with the community; this will increase the support for promoting inclusive practices. Parents with children who have disabilities should be recognized equally to specialists and thus should receive the same amount of respect as the teachers. (Mitchell, 2010). Moreover, the parents of the other children should also play an important role of acknowledging and valuing children with special needs, as this will allow them to be easily assimilated into the community and inclusive participation. However, inclusion policies have been facing several barriers such as special needs children receiving special education that is separate from the conventional one (Mitchell, 2010). This alienates these children, limiting their attendance and full participation in the regular life of the school. Moreover, it endorses hostility from the rest of the community, resources are poorly distributed and the community lacks awareness of children with disabilities. Research supports this notion, as some parents who have enrolled their children in schools that also enroll children with special needs deem these children as difficult to teach, handle and even understand. The removal of such stereotyping and misunderstanding is the primary purpose of the inclusion policy.
Theories and Approaches to Early Childhood Inclusive practices In Australia, inclusive early childhood services have received significant support from two major national frameworks; the National Quality Framework (NFR) and the National Early Years Learning Framework (NEYLF) (Moore, Symes, & Bull, 2013)…