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.

Talking Inclusion

Talking inclusion


In this chapter practitioners from the UK, Italy, Denmark and Greece discuss five key aspects of inclusion and we use these data to argue that greater cross-system understanding is needed: of curriculum, pedagogy and educational ethos.

The inclusion of young children in ‘mainstream’ generic settings is a matter for all practitioners. As we have seen in Chapters 1 and 2, UK policy developments, particularly in the area of the preschool curriculum, are broadly inclusive and our review of recent research into preschool educators' perspectives on special educational needs and inclusion has identified recurring themes and common concerns. This chapter uses illustrative extracts from questionnaires, e-mail dialogues and face-to-face interviews taken from two studies – Study 1 (Nutbrown and Clough, 2004) – and Study ...

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