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WK2 Diversity & Inclusion

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Kay Aaronricks

on 14 July 2017

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Transcript of WK2 Diversity & Inclusion

Theoretical
Models
What is inclusion?
Why do we focus on inclusion and diversity in settings?
Arenas of Inclusion/Exclusion
Achievement
Age
Challenging behaviour
Disability
Disaffection
Emotional and behavioural difficulty
Employment
Gender
Housing
UNCRC (1989)
Article 2 – Children have the right not to be discriminated against.

Education Act (1970) – Children with SEN were taken out of the health care system and placed into the education system. A segregated approach in line with the medical model of disability.

Warnock Report (1978) – ‘Integration’ supporting SEN children in school through statementing and other approaches.

Special Needs Disability Act (SENDA) (2001) – Makes it unlawful for settings to exclude children with disabilities.

Every Child Matters (ECM) (2003) – Challenging barriers to inclusion.

Children Act (2004) - Emphasis on integrated services.

Equality Act (2010) - Brings together all previous legislation.

Children & Families Act (2014) - Promotes an inclusive approach

SEND Code of Practice (2014) - Equal opportunities
Try to make the child fit into the existing setting environment.
Inclusion Policies
In groups look at the setting policies provided, consider the following questions;
Who is covered by the policy?
What are the aims of the policy?
What are the roles and responsibilities for practitioners?
How well does the policy promote inclusion?
Diversity & Inclusion
No early years settings are truly inclusive. We are 'becoming inclusive' (Nutbrown & Clough, 2013. p.4)
Language
Mental health
Obesity
Physical impairment
Poverty
Race/ethnicity
Religion
Sexual orientation
Social class
Special educational needs
Children have the right to be included:
Based on the assumption that the origins of the learning difficulty lie within the child.
Score out of 10
(Nutbrown and Clough, 2013)
Based on the idea that society and its institutions are discriminatory and disabling.
Attention needs to be focused on the removal of obstacles to the participation of disabled people in society.
Change attitudes that create and maintain exclusion.
Swain and French (2000) believe that while the social model identifies how society can exclude, it does not allow for children to feel positive about social identity.
The affirmation model puts forward a non tragic view of disability and impairment.
How can the models be related in practice? Think of some examples of the following...
Exclusion
- means removing and caring for the child. (
Medical)

Segregated
- The setting aside of disabled people based on a professional’s view of an individual’s impairments and lack of ability to ‘fit in’. Non disabled professionals have control.
(Medical)

Separated -
Groups of disabled people who choose to meet and develop their own agenda, similar to other minority groups.
(Social)

Integrated
- means children are treated differently to their peers. (
Social)

Inclusion
- means the child being there and feeling part of the whole, provision that is open and accessible to all, and takes positive action in removing disabling barriers, so that disabled and non disabled people can participate. (
Affirmation)
Objectives:
1. Define our own and wider understandings of the terms Diversity & Inclusion (LO1)

2. Examine theoretical models (LO2)

3. Explore differentiation of practice and provision (LO4)

CDC believes that the following factors are crucial to the development of inclusion:

• a
welcome
for all disabled children,
secure relationships
and
support
for families when they need it;


respect
for difference and a
commitment
to building friendships and community to the benefit of everyone;


equality
of access to play, learning, leisure and all aspects of life;

• the
active participation
of children and their families in decision-making;

• a
proactive approach
to identifying and removing barriers;

• timely access to
information
and to people with
empowering attitudes
, supportive
skills
and
expertise
.

Council for Disabled Children (2008) Inclusion Policy
What do you see?
Look at this picture and write down on post its your immediate first thoughts....
Learning
Outcome 1
Demonstrate an informed
awareness of the wide diversity of children, parents and families
encountered in services available to children and young people
[Case Study - Section 1]
Children can be discriminated against for almost any reason...
What don't you see?
Definitions, ideas and language surrounding inclusion and diversity is ever changing - because the world around us changes.
We will discuss these in more detail next week
Rights are enshrined in the legislation but the experiences of children and their families are determined by the people with responsibilities towards them, including those in early years settings.
Culture of Inclusion
Are we
Inclusive??
Created to specifically relate to SEN, however theoretical principles lend themselves to include the wider concept of diversity.
Medical, Social & Affirmation model:
Medical Model
Have you seen an example of this?
Social Model
Have you seen an example
of this?
Current
View
Deficit
View
Affirmation Model
Future
practice
Diversity in
Settings
How do we include ALL children?
How do we provide equal opportunities?
How do we teach an inclusive attitude?
Resources &
Materials
Does this resource
represent diversity?
Area of Inclusion/
Diversity
Which areas of inclusion/diversity link to your chosen case study?
'Embracing an affirmation model, disabled individuals assert a positive identity, not only in being disabled, but also being impaired. In affirming a positive identity of being impaired, disabled people are actively repudiating the dominant value of normality. The changes for individuals are not just a transforming of consciousness as to the meaning of ‘disability’, but an assertion of the value and validity of life as a person with an impairment.'

(Swain and French. 2000. p.569)

Looking to the Future...
Learning Outcome 4
Learning Outcome 2
Understand and critically examine a range of theoretical explanations which explore diversity in childhood and its impact on children’s experiences.
Identify sources of support, information and resources about managing diversity in early years settings and consider how they can be used.
Exclusion
Segregated
Separated
Integrated
Inclusion
In what ways do you think children are excluded?
www.menti.com
Can you add to this list?
What ideas towards diversity have changed in your lifetime? Consider:

Events in the wider world
Politics
Changing attitudes
Your own experiences
Social Construction
Sort the labels into 2 groups:

acceptable language
unacceptable language

What other terms are you unsure of?

What terms have changed or been introduced during your lifetime?
The Language of Inclusion
Difficult Knowledge
The knowledge that is considered to be inappropriate for children tends to be that which is often associated with highly emotive, challenging difficult topic areas for many adults to address’ (Robinson & Diaz, 2016. p. 54)
Too young and too innocent?

What aspects of diversity and inclusion could be considered difficult knowledge?
What topics do you find it difficult to talk about?
‘A fully inclusive approach is about more than ensuring that individual children are not disadvantaged but also involves sensitively supporting children to make sense of difference and valuing how diversity enriches society’ (Clark, 2016. p. 69)

We will explore this in more depth in week 4
Inclusion is a mindset.

It is a way of thinking.

It is not a program that we run or a classroom in our setting or a favour we do for someone.

Inclusion is who we are.

It is who we must strive to be.
We will look at this in more depth in week 7 & 9
Full transcript