Quote:
Originally Posted by TRACI
Can anyone help me on this? Haveing problems with this question. All i can come up with is To remove barries to allow everyone to take part.
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I don't know the context of your question/unit etc but as well as explaining what inclusion means I suspect you will be required to write of your own knowledge and how this is practised effectively.
Inclusion is not just about equality, respect and children with sen -
how do you include every child when planning?
how is every child included and given the same opportunity in their play and learning?
For example say you have two sessions each day and some children stay all day, as the day moves on you adapt and change your provisions to extend the children or offer them new opportunities; but you have one child who arrives for the afternoon session and they don't attend any morning sessions - do they ever get an oportunity to do those activities?
Does the paint/water/playdough remain out for them or is it put away because the other children had 'finished' with the activity?
Of course any early years settings should always think to include every child - but perhaps sometimes they may not stop to think that the one child who doesn't have access to all the activities as the other children have is just as important as the rest - that's inclusion.