The first is the Medical Model of Disability, which infers that people are disabled by their impairments (Marks, 2009), which according to Marks (2009) subsequently leads to low expectations and individuals losing their freedom, options and control in their lives. This ties in with Dalzell et al., (2007), research on “improving families who have deaf children using family needs survey: a multi-agency perspective”, that explored how meeting the needs of deaf children and their families is a multidisciplinary endeavour, they concluded that effective collaboration is an essential part of multi‐agency working. Copyright © 2003 - 2021 - UKEssays is a trading name of All Answers Ltd, a company registered in England and Wales. 0000031401 00000 n 0000010641 00000 n Looking for a flexible role? Within Setting X there is evidence of both models, for example in adaptation for accessibility that have been made, availability of disabled toilets and level floor access to enable independence but there are also aspects where they cannot participate, such as there is some equipment that may not be used by all which excludes individuals. Setting X focuses on individual progress to gauge success. 45 0 obj <> endobj UCEDDs and the entire disability community can play a strong and definitive role in promoting this synergy across research, education, policy, and practice to promote the availability and growth of inclusive early childhood programs in their state. clear strategies and positive approaches towards equality within early years provision 2 Inclusive Practice Introduction: Inclusive practice This book has been written for early years practitioners who wish to focus on particular issues surrounding inclusion within their practice. According to Nutbrown (2019) inclusion in early years settings should be about implementing practices that ensure everybody feels they belongs. As a foundation for this essay a formative assessment was carried out which involved a group presentation that illustrated inclusion and inclusive practice. Registered office: Venture House, Cross Street, Arnold, Nottingham, Nottinghamshire, NG5 7PJ. It came into force in September 2014 and was last revised in January 2015. Early childhood inclusion and early childhood intervention are inextricably linked. Therefore, it is useful to consider a theoretical framework whereby things can be mapped out, explored and understood. According to Percy-Smith (2005) and (Atkinson et al., 2007) this is where information exchange comes into play, in other words involving the mutual learning/knowledge of what each person does and could do. The Early Childhood Forum define inclusion as: A process of identifying, understanding and breaking down barriers to participation and belonging. UCEDDs and the entire disability community can play a strong and definitive role in promoting this synergy across research, education, policy, and practice to promote the availability and growth of inclusive early childhood programs in their state. Maria Ferreiro Peteiro (2015) ‘Working as part of a team in health and social care or children and young people’s settings’. Setting X (Policy, 2014) states that it is accountable for identifying barriers to learning a child may have and safeguard that appropriate support is put in place to support children early on to ensure children progress. All kids benefit from exploring the four defined areas of developmental skills when at play. Equality speaks to every person; man, woman or child being a member of the human race and therefore equal in that sense. Nonetheless, Greenhouse (2013) asserted that these interventions would necessitate a wide range of professional skills and would require supporting teachers with behaviour manage­ment for some children. One such theoretical framework was outlined by Greenhouse (2013), and is the Sociocultural Activity Theory which provides an outline for understanding how activities are restructured within a multi-agency team, whilst also consiidering the historical and cultural contexts in which changes to practice have taken place. The community by valuing inclusion and inclusive practice is an approach to that. 'Re rated 4.4/5 on reviews.co.uk practice is an approach to learning that that. To demonstrate the importance of collaborative work and the skills needed for teamwork..., Nottinghamshire, NG5 7PJ and other professionals education and care, 2008 ) working and service. 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