• Summary
  • Contents
  • Subject index

This book identifies and discusses key research studies of inclusion in the early years. Drawing on studies of practitioners’ views and experiences of working inclusively, authors Cathy Nutbrown and Peter Clough show how practices in a range of early years settings can be influenced by the attitudes and responses of practitioners. The authors demonstrate how discussion of inclusion need not be limited to issues affecting children with learning difficulties or impairment, but should address factors affecting all members of the learning community. The book highlights elements which can make inclusion successful including curriculum and pedagogy, professional development, and work with parents. The authors review a number of international studies and present original research into practitioners’ attitudes and practices. Views of parents, children, and practitioners are also presented.

Thinking Inclusion
Thinking inclusion
Introduction

So far in this book we have discussed research studies relating to inclusion, considered the specific issues that concern children identified as having special educational needs, and presented, from our own research, a range of definitions of inclusion as they have been developed by practitioners from around the UK and other parts of Europe. In this chapter we demonstrate how practitioners can develop their practice of thinking inclusion when they are asked to consider a series of scenarios in which inclusive issues are raised. In this chapter, we present role-play scripts and stories which were created by some of the practitioners in our study. We used a total of eight scenarios (based on real situations) as a method of data collection on ...

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