' This is a book for those who want to find more, to broaden their own perceptions and understanding of inclusion and to base their own practice on reseacrch, and as such would interest and inform any practitioner from managers to students.'- Early Years Update 'This text is a 'must buy' for anyone interested in inclusive education in the early years! A particular strength of the book is the way in which the everyday experiences of children, parents and practitioners are discussed in relation to educational theory! Perhaps the greatest strength of the book though, lies in the way that ideas are based on research findings are presented so clearly. It will almost certainly be nominated for this year's NASEN/TES academic book award and deservedly so' - SENCO Update 'Refreshingly, in this book, inclusion is not about a narrow group of students defined as 'special' but about increasing the participation of everybody involved in early years settings. It is about reducing the exclusion of all children, their families and communities.It is also about the practitioners who work with them, whose involvement in decisions in their own workplace is critical if they are to support the participation of children.
It is rich with experience, from the UK and internationally, building up an understanding of education from stories of encounters with children and their families. This book will help readers to escape from the confines of considering children, and the difficulties they encounter, through the constricting and distorting lens of special educational needs' - Tony Booth, Professor of Inclusive and International Education Canterbury Christ Church University 'Fascinating reading ...bound to inform discussions and encourage early years practicioners to develop and reflect on their own practices ...I will be recommending this book to colleagues and adding it to my essential reading list for students' - Nursery World 'A very helpful book which both challenges and informs...[It] brings together important evidence to help us find a positive way forward' - Early Education 'Well-written and accessible...The book is rich with the reported experiences and ideas of educators and provides clear pointers for further research and discussion.It will serve as an excellent stimulus for educators in any early-years setting who are seeking to develop their own agreed philosophy and inclusive practices' - Support For Learning By identifying and discussing key research studies on inclusion in the early years, and drawing on studies of practitioners' views and experiences of working inclusively, this insightful text shows how practices in a range of early years settings can be influenced by the attitudes and responses of adults in those settings.
The authors argue for a broad definition of inclusion, not limited to those with learning difficulties or impairment, but addressing factors affecting all members of the learning community. Key factors which can make inclusion successful are highlighted, including curriculum and pedagogy, professional development and work with parents. The book shows how working inclusively involves all members of the setting community, and presents a number of original stories (generated from a recent research project carried out by the authors) of how the lives of practitioners, parents and children have been affected by inclusive and non- inclusive practices.This is an essential text for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and develop their own inclusive practices.
Table of Contents
Cultures of Inclusion in the Early Years An Overview An Operational Definition of Inclusion Children's Rights and Human Rights Curriculum, Play and Developmentally Appropriate Practice Assessment Key Studies on Inclusion in the Early Years: Setting the Scene Inclusion in the Early Years Definitions of SEN Inclusive Education and Children with Learning Difficulties Inclusion and Emotional and Behavioural Difficulties Inclusive Policies and Exclusive Practices Defining Inclusion Policy Contexts in the UK The Study: Origins, Aims and Methodology Practitioners' Personal Definitions of Inclusion Responses to Inclusive Policies Thinking Inclusion Scenario 1: George Scenario 2: Mary Scenario 3: Ahmed Talking Inclusion Educators' Personal Experiences Professional Development Views of Childhood Inclusion and Exclusion The Roles of Parents Including Children Including Babies and Toddlers Including Young Children Including Parents Parental Involvement in the Early Years Practitioners' Views on Including Parents Including Parents - Examples from Practice Including Staff How Do We Know Inclusion When We See It? Inclusion - A Personal Perspective Including: The Future Professional Development for Practitioners A Shared Dialogue Citizenship for Young Children Resources and Policy Commitment
Cathy Nutbrown is Professor of Education and Director for Research at the School of Education, University of Sheffield. Her work has involved the role of artists in residence in early years settings; inclusion in the early years; children's rights; curriculum development; early literacy work with parents; and the ethical issues of research involving young children. Cathy teaches on the Masters and Doctoral Programmes in Early Childhood Education. She began her career as a teacher of young children and has since worked in a range of settings and roles with children, parents, teachers and other early childhood educators.Cathy is committed to finding ways of working 'with respect' with young children, and sees the concept of quality in the context of what it means to develop curriculum and pedagogy in the early years with the ambition of working in a climate of 'respectful education'. She is Editor in Chief of the Journal of Early Childhood Research and has authored several books with SAGE.