"Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging"
Early Childhood Forum (2003)
While a consensus exists that quality in early years provision is desirable, there is no such agreement about what it might look like in practice. One of the myths around the inclusion of disabled children is that they may somehow dilute the quality of the provision by making extra demands on staff and failing to meet developmental targets. This is unlikely, especially where there is good practice and appropriate support and training. An inclusive setting will consider the opportunity for children to learn about and value difference as a vital part of what constitutes quality in their early years provision.
Any kind of improvement must be a continuous process, which includes careful monitoring of every child's progress and development. Local authorities need to set clear expectations about what high-quality provision looks like and work with settings to agree action for improvement. Settings that see inclusive practice as an essential component of quality are likely to provide a service that is above minimum Ofsted standards. The process of quality improvement demands that practitioners are open to change. In return it can stimulate learning, creativity and innovation.
Q is also for Qualifications. There are currently no specific qualifications for working in special educational needs in the early years, but it is an important strand of many courses. Local authorities often provide training specifically for SENCOs and relevant practitioners. It is important to remember that although quality is often seen as synonymous with qualifications, skills and experience are crucial to developing inclusive practice.
Existing evidence and testimony from parents, the voluntary sector and professionals shows that attitudes, affordability and accessibility act as barriers to disabled children accessing childcare in the first place.
Current evidence also demonstrates that high-quality childcare can improve disabled children's development significantly, and also help their parents rejoin the workforce if they choose. There is little evidence to suggest that overall standards or individual non-disabled children are adversely affected.
More information
- www.cwdcouncil.org.uk/children-with-disabilities
- www.cwdcouncil.org.uk/early-years
- http://ofstednews.ofsted.gov.uk/article/353
- http://partner.ncb.org.uk/
Page.asp?originx6689ut_3045064160413s32j5703270400
- http://skillsforfamilies.excellencegateway.org.uk/
index.php?option=com_content&task=view&id=22&Itemid=44
- www.csie.org.uk/publications/newham.shtml
- www.daycaretrust.org.uk/news.php?id=18
- Mary Dickins is an early years consultant (All Together Consultancy/ London Met. University).