Inclusive essay

EY523: INCLUSIVE PRACTICE.Question: Within the current legislative framework, analyse the

approaches needed to create/develop/ensure an Early year’senvironment that is fully inclusive for children with SEN and

disabilities.

Sinead Doyle: 1201411

Inclusion is the unified drive towards maximal participation

in and minimal exclusion from early years settings, from

schools, from society and from the community (Nutbrown, et al

pg 8 2013).An Early Years environment should represent a child

and family centred anti-discriminatory and inclusive practice,

focusing on the children’s and families needs and interests

that will promote the child’s learning and development (Effective

Practice: Inclusive Practice, 2007 pg1,). Inclusion is all about building a

firm, stable and grounded community that accepts and values

many differences that may occur. Although inclusion is mainly

linked with education, it is also about everyday life. Over

the years, people’s beliefs and attitudes have changed and

many more people believe now that inclusion is one of the most

important factors that can mould and develop a society’s

attitude towards SEN and disabilities and getting rid of any

injustices and inequalities that exist. There are many

definitions of what inclusion is and how effective it is

within the Early Years (Taylor & Francis 2000) .The two terms



disabilities.


integration and inclusion are always put together under the

same category, when they are both completely different;

Integration is placing a child into a mainstream setting and

expecting the child to adapt the routine of the setting.

Whereas on the other hand, inclusion is placing the child into

a mainstream setting, but adapting a process of change which

will enhance the individuals learning capability within the

mainstream setting (Early Years,2011). Within this essay there

will be a discussion on the current legislative framework with

reference to the EYFS, House of Commons, Early Years Setting

System and current and past legislation that has developed

Inclusive practice for children with SEN and disabilities.

There will be an analysis on the approaches that are needed to

ensure that an Early Years Setting is fully inclusive to

children with SEN and disabilities. This essay will explore

and analyse the approaches that are in place to ensure

inclusion is apparent within the early years, referring to a

setting that specialises in SEN/disabilities. There will be a



disabilities.


focus on children with Autism, although, reference to other

SEN/ disabilities will be made alongside.

Within England, there has been a change in the way special

education has been seen and the development has also changed

and there has been an evolution of inclusive education

(Hodkinson, 2007; 2009, pg 52).The Green Paper 1998, cited in

(Sayeed, Z, Guerin, E,2000 ,Chapter 5) describes inclusion as

a process rather than a fixed state. The Warnock Report (1978)

has been highly influential for children with SEN children as

it moved them into mainstream settings and services; this was

the duty of local authorities to put this into place. The

Warnock Report (1978) introduced the 1981 education act who

introduced the term ‘Special Educational needs’, it was seemed

an appropriate term to be used for any child needing extra

support to enable them to access education. When the SEN

provision began to expand post-war in the United Kingdom, it

became clear that there were a higher than expected numbers of

children from some minority communities in some forms of



disabilities.


special provision (Tomlinson 1984 cited in Frederickson et al

2002) .In 1989, the department of health issued that the

child’s views should be taken into account when decisions are

being made in regards to them. This was not made explicit

until the Children’s Act in 1989, which reformed legislation

on children’s welfare (Department of health 1989, Section

1).In 1993 the Education Act, Part 3 which subsumed the 1981

Education act. The Salamanca conference (1994) introduced the

term ‘inclusion’. In the same year the SEN code of practice,

this saw that non-maintained early year’s settings were

obliged to have SEN policies within their own. The Early Years

Foundation Stage and the (DfES, 2007) was a rather large

impact, as it had a great emphasis on providing the space and

access and focusing on meeting the needs of all the children.

In 1999 the Department for Education (DfE) had defined what

inclusion means by stating that every child has the right and

entitlement to learn. The DfE would ensure that all pupils

would have the chance to succeed, no matter their individual



disabilities.


needs and what their potential barriers might be (DfES/QCA

1999:3).The governments vision of meeting the SEN needs in the

early years and beyond were to be developed by the Removing

barriers to Achievements (DfFS, 2004). It gives an outline of

how the child will be given the opportunity to succeed, no

matter their needs; this has strong links to the EYFS.

Children with SEN and/or disabilities had the right to be

educated within England (Hodkinson, pg 1 2007; 2009). Barber &

Tuner stated that this strategy made it clear that

practitioners would have to identify the required strategies

and needs of the children with SEN within mainstream settings

(Barber & Tuner, pg 33-39, 2007). Since then, schools have

developed their understanding of what meeting an individuals

needs is really about. Inclusion has been supported positively

by schools and the inclusive agenda has shown that children

are benefiting from having barriers to learning removed,

reported by Ofsted in 2006 (Knowles, 2006, pg26). Many

practitioners now have a better understanding of children who



disabilities.


require additional needs within their setting. No two children

will require the same needs, even if they are both on the SEN

continuum. An example of this would be, with reference to

setting visit, they have a lot of facilities to accommodate

the needs of children who are on the autism spectrum.

Scientific research has clearly established that the cause of

autism is a neuro-developmental disorder; specific functions

of the brains not functioning as we would expect (Bauman &

Kemper, pg119 1994). A running theme throughout all of the

legislations and EYFS is the need for statutory services to

integrate delivery of services around the child and their

family (Gascoigne, 2006). There are many assumptions about

what inclusion means that go unchallenged, and they make up,

bind and constrain the social organisation (Nutbrown, et al pg

3 2013).Integrate children SEND children into

mainstream/Introduction of the term ‘special educational

needs’. The concept of inclusion expanded to embrace those who

are at risk of marginalisation or exclusion for whatever



disabilities.


reason. It can be thought of as an approach that seeks to

address ‘barriers to learning and participation’ and provide

resources to support learning and participation (Ainscow et

al., 2006). The above legislations are in regards to all

children who have SEN and disabilities, not just autism which

is chosen specifically to be analysed in depth. Although there

isn’t any laws and legislations for autism specifically, there

are many pieces of legislation that affect and have reference

to children with autism, which include: Special Educational

Needs and disability Act 2001, Carers and disables children

act 200, Disability Discrimination Act 1995, NHS and Community

Care Act 1990, Children Act 1989 (Wason, 2005,pg 105). These

Acts were put into place to ensure the health, well being and

education of the individual child was met and kept throughout

each setting. Although they are recent acts, they tie in with

the previous acts and legislations.

The education of children and young people with SEN and

disabilities is now an established key policy objective in



disabilities.


many countries (Lindsay, 2007 cited in Winter et al, 2010

pg9). The term inclusion shifts and changes depending on the

setting (Winter and O’raw, 2010 pg18).All children have the

right to a good education and the opportunity to fulfil their

potential. All teachers should expect to teach children with

SEN and all schools should play their part in educating

children from their community, no matter their background

(Department for Education and Skills, 2004, pg 7). The

government definition of inclusion is the teaching of all

pupils together regardless of any weaknesses they may display

(Judge 2003 cited in Hodkinson, et al 2009 pg 53).When looking

at a child with SEN/disabilities, the continuum of

need/provision is used to determine whether they are a high

incidence; Low cost needs or Low incidence; High Cost needs. A

High incidence; low cost needs, is a mild form of

SEN/Disability within a child, who could adapt to a mainstream

setting. Whereas a Low incidence; high cost needs is a form of

profound and complex form of SEN/Disabilities needs within a



disabilities.


child who would be within a specialist setting. For a child

who has Autism, they could be on either end of that scale,

depending on where they are in the autism spectrum. Depending

on what end the children are on he scale, will determine if

they will be in mainstream or a specialist provision

(Blackburn with Darwin). The focus is to think where the child

can be most included, healthy, feel safe, be able to enjoy

their education and achieve whether that being in either a

specialist school or mainstream (House of Commons: Education

and Skills Committee 2005-2006 p.379). EPPE project and the

early years transitions and SEN project are finding that early

years education has a positive effect on young children’s

development (Department for education and skills, P.g 14

2004).

With reference to the setting visit, as it was a mainstream

and resource centre, they integrated the children at set times

of the day. The children in the resource room, who are on the

autism spectrum, where provided the same rules and times as



disabilities.


the other children in the mainstream classrooms. Makaton and

the PECS (Picture Exchange Communication System) was used all

the way through the setting, thus helping all children within

the setting, communicate not only with the practitioners, but

with other children. Although it is used throughout the

setting, within the resource room, these systems are a day to

day way of communication for practitioners and children. As

the children have no means of communication verbally, by using

the picture cards given to them, example: choice of food or

toy to play with, they are able to communicate with their

practitioners. It is stated that with Maslow’s basics needs

(Hierarchy of needs, 1943), that the functional communication,

when it is used, is seen as being and attempt of influencing

the behaviour of the intended receive to provide or allow

access to a person’s basic needs, such communications only

meet the needs of the sender (Flirth, G, et al pg77). Maslow

is suggesting that the way of communications between the

sender and receiver is only based on the needs of the sender,



disabilities.


not the receiver, which would not always be the child. Many

times the child can be the sender, providing the Practitioner

with the card or sign, gesturing what they would like. The

children, throughout the nursery were set in colour/animal

groups, with was included within the resource room, along with

the children’s daily routine board, instructing them what

their day will consist of step by step. As routine is one key

characteristic for a child with Autism, (Tilton, 2004, pg49),

this is very important for not only the child in any setting,

but also the adult. Children with autism show many unusual

responses to sensory experiences and they may over-react,

which is called hypersensitivity, or underreact,

hyposensitivity to sensory stimuli. The way the brain reacts

to the sense is what causes the individual to react in either

ways, not within the sense organ themselves (Dodd, 2005,

pg45). By having many stimulating objects and facilities

around the nursery will encourage all children to use both

fine and gross motor skills. You can support a child’s brain



disabilities.


strategic networks by providing opportunities to practice

skills with various levels of support and providing ongoing,

relevant feedback (Katherine et al, 2010, pg144). There are

positive merits for both mainstream and specialist settings as

they both focus on the needs of the child.

There are many factors that can enhance a child with SEN and

disabilities, such as the physical environment. This should

be created to ensure that the needs of every child are met,

whether it is being in a mainstream or specialist setting.

Although it may seem self-explanatory, the child’s views

should be taken into account when decisions are being made in

regards to them. This was not made explicit until the

Children’s Act in 1989, which reformed legislation on

children’s welfare (Department of health 1989, Section 1).

Wolfberg has researched children on the autism spectrum and

stated that many children on the spectrum spend inordinate



disabilities.


amounts of time alone pursing repetitive and unimaginative

activities (Wolfberg, 2003pg2). By making the area that they

child will be in for the day/term/year inviting and by using

tasks or games that the individual child enjoys can be seen as

a positive factor and enhance the child’s behaviour and

feelings. (Kaiser et al, 1992 cited in Gargiulo 2005), states

that by having developmentally appropriate items for the

children within the classroom. Practitioners can select toys

known to promote high levels of engagement and select toys on

the child’s preference, monitor the child’s access to

materials (Kaiser, Et al, 1992) and adapt the use od toys or

materials (Davis, Kilgo & Gamel-McCormick, 1998 cited in

Gargiulo, M, 2005, pg274). The practitioner has an important

role within ensuring that the child has the chance achieve

their potential. By assigning a practitioner as a key worker

to maybe one or two children, depending on class size, they

then have the opportunity to work 1:1 with the individual and

asses and develop many sections of their holistic development



disabilities.


if needed (Tassoni, 2003 pg 88).Between the ages of two and

five years old, children are beginning to form their self

identities and building the important social interaction

skills. Young children begin to figure out how they are alike

and how they are different from others and how they feel about

those differences (Derman-Sparkes 1989, p. 43), agreeing with

that, Knowles states that a child’s self-esteem and an

awareness of value is a key factor in the way that they learn

and development (Knowles,2006 p.22). There is a variety of

different agencies and services in the community of the

individual child that will be involved with the children and

their development, particularly within their health and

education. Early intervention will prevent many families from

difficulties in the future. Multi and inter-agency work to

ensure safe guarding and promotion of a child’s welfare must

begin as soon as possible, if there is concerns about the

child’s additional needs not being fully met (Blackburn with

Darwen, 2006 pg 16).Although the definitions of inclusion vary



disabilities.


(e.g., children included for play times and meals versus

children included all day), the fundamental concept is that

children who are identified with special educational needs

requiring specialised support, can be and should be educated

in the same way as their mainstream peers (Mesibov & Shea,

1996). The removing barrier to achievement scheme has a vision

to improve outcomes for children and young people with SEN. A

10 year programme of action and a review to “mainstream” SEN

across all its policies and programmes (House of Commons:

Education and Skills Committee 2005-2006 pg 12). Bruner 1982

cited in (Klein, et al, 2001, pg8) states that scaffolding is

a term of provision used by practitioners. This can guide and

support the children to perform tasks, by gradually reducing

the adult input, until they are demonstrating that they are

independent (Klein, et al 2001, pg8). Multi-agency settings

aim to provide a flexible and accessible service for all

parents and young children within the neighbourhood, providing

benefits of different services that where available for anyone



disabilities.


(Makins, 1997, pg1). By having a multi-agency within

communities can provide easy accessible services for many

types of families, including families who have children/child

with SEN and/or disabilities. Percy-Smith 2005 cited in (Pugh

et al, 2010 pg 210), noted that partnership can refer

predominantly to organizational forms or structures, decision

making processes or modes of governance. They all involve

size, scale and purpose. All agencies must work together to

provide the most effective service for the community. There is

a need for greater support for parents as it has featured

strongly in the supporting family’s paper 1998 (Pugh et al,

2010 pg 15). Desforges et al 2003 noted that parental

involvement has a positive effect on the child (Desforges et

al 2003).

In conclusion, by creating a fully inclusive Early Years

environment for children with SEN and disabilities, it is



disabilities.


ensuring that the child and their family centred and their

individual needs are met. Although not all settings are fully

inclusive, the move over the history of inclusive has been far

greater than ever thought. With current legislation, practices

and services such as child-centred facilities within the local

community, parents and children can feel supported and feel

that their child has the best chance in education that they

can. By removing the barriers to achievement, children, not

only in the UK, but all around the world have had the

opportunity to flourish their talents and their opportunity

for maximum education within the area that they live in, thus

giving the individual the time and also the chance to develop

in a holistic way, with help and guidance from their local

community. The government has put much legislation into place

in order to provide children with SEN and disabilities with

the best possible services around, such as the EYFS, which has

a great impact on the learning techniques for the children.

It is important that the integration of children with SEN and



disabilities.


disabilities and children in mainstream school is apparent in

many settings as it develops the understanding of both the

children and also the practitioners. This is very important as

children at the age of 3-5 begin to learn and develop their

understanding of who they are and how they are different to

others (Derman-Sparkes 1989, p. 43). Although it is apparent

that various settings may not be fully inclusive as of yet, by

having the drive and ambition to achieve this, it is a

positive factor, which can enhance a child’s holistic

development, which in conclusion, is the most important factor

within the idea of creating a fully inclusive environment

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