Approaches to Inclusion Essay

5795 Words May 11th, 2011 24 Pages
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
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Humphrey, in 1890, set up a scheme for what she called ‘crippled’ children, paving the way for some recognition of the need for additional programmes of support for children with Special Educational Needs.
Though not carried out under the banner of ‘inclusion’, the driving force of the work of these pioneers was one of promoting social justice and combating exclusive practices which marginalised and inhibited the development of specific groups of society. “This is a set of values which would be recognised by many who advocate inclusive education and the development of an inclusive society in the twenty-first century”. (Nutbrown, 2008., p.178)
In its present form, however, the emergence of inclusive practice may be seen to be grounded in the World Conference on Special Education (UNESCO, 1994). At this conference a ‘bold and dynamic statement that called for inclusion to be – quite simply – the norm’ (Clough, 1998., p.2) was developed. The Salamanca Statement and Framework of Action, which was formulated at the conference, stated that:
“schools should assist them (children with special educational needs and disabilities) to become economically active and provide them with the skills needed in everyday life, offering training in skills which respond to the social and communication demands and expectations of adult life. (UNESCO, 1994., p.10)
They agreed a dynamic new statement on the education of all disabled children, which called for

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