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.
Chapter 9: Including: The Future
Including: The Future
As we noted at the beginning of this book, policy during the 1990s was in the main a matter of prescription which included:
- National Curriculum and subsequent revisions;
- Children Act 1989;
- Codes of practice for the identification of children with SEN;
- Baseline Assessment;
- targets for children and adults;
- new ‘thresholds’ for staff achievement and professional development;
- admission of four-year-olds in school;
- Early Years Development and Child Care Partnerships – diversification;
- National Literacy Strategy;
- National Numeracy Strategy.
This list identifies but a few of the major policy developments which impacted on early years education during that time. Examination of policies affecting the early years has, it seems, moved from excessive prescription to what we might view as a form of revolution, in part as a result of devolution of political power in ...