Approaches to Inclusion - 5803 Words

1 Introduction In this report the researcher aims to demonstrate a critical understanding of the principle that early years settings should provide for the needs of all children, including those with sensory and learning needs, gifted children, and children from remote and nomadic populations, children from linguistic, ethnic or religious minorities and children from other disadvantaged or marginalised areas or groups. For the purpose of this report, the researcher will use the term ‘Children with Special Educational Needs’ to refer to the above groups. The researcher will provide a critical awareness on how theoretical models have changed ways of thinking about inclusive practice and the implications of this on legislation and policy†¦show more content†¦All educational policies, says the Framework, ‘should stipulate that disabled children attend the neighbourhood school, ‘that would be attended if the child did not have a disability.’ (UNESCO, 1994., p.24) There is seemingly little doubt that the catalyst for inclusion within the English system lies in the sentiments outlined in the Salamanca Statement. As Hornby, (2002)., asserts, ‘The statement has resulted in what, at times, appears to be a tidal wave of inclusion intent preached with overpowering zeal by the church of inclusion.’ (p.7) It is observable, though, that despite this ‘missionary zeal’ the implementation of inclusionary practices, within the English system, began slowly. Although some might argue that the last Conservative government, through the Code of Practice (DFE, 1994), encouraged children with special educational needs to ‘join fully with their peers in the curriculum and the life of the setting’ (p.11), others contended that: ‘the code only addressed ‘identification and standardisation’ in an attempt to end the vagueness of special educational needs, previously delivered through a postcode lottery of provision.’ (Clough, 1998. p.2) 2.3 Theoretical Models It is commonly accepted that there are two contrasting ‘models’ or ‘views’ of disability currently present within modern dayShow MoreRelatedEquality, diversity and inclusion in work with children and young people837 Words   |  4 Pagesï » ¿Level 2 Supporting Teaching Learning in Schools Unit 204 Equality, diversity and inclusion in work with children and young people Name: Date: 7th February 2014 This assignment covers all outcomes for Unit 4 1.1 What are the laws and codes of practice that relate to the promotion of equality and the valuing of diversity? 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