By Mary Dickins
The key subject matters in inclusion are explored via an A - Z procedure masking key strategies, theories / theorists, and figures.
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Extra info for A - Z of Inclusion in Early Childhood
Belfast: Belfast University Press. Department for Children, Schools and Families (DCSF, 2010) Tellus4 National Report. London: DCSF. Department for Education (DfE, 2012) Common Assessment Framework. uk/childrenandyoungpeople/strategy/integratedworking/caf (accessed 11 May 2013). , Tanaka Higa, C. and Sparks, B. (1980) Children, race and racism: how race awareness develops, Interracial Books for Children Bulletin, 11: 3–4. Derman-Sparks, L. (1989) Anti-Bias Curriculum: Tools for Empowering Young Children.
For disabled children this process can be used to contribute to a diagnosis which indicates whether a child has a developmental delay or disability and for the formal process of assessment before the issue of a statement of special educational need. An assessment should be an objective process based on collected evidence over a period of time and continuous assessment involves making ongoing assessments of a systematic kind as well as informal judgements from anecdotal records; collecting evidence from a multidisciplinary group of professionals and carers who are involved with the child and recording significant achievements, surprising or unusual reactions, strategies used by the child and evidence of any difficulty or problems.
London: HMSO. Department for Education and Employment (DfEE, 1997) Excellence for all Children. Meeting Special Education Needs. London: HMSO. Department for Education and Skill (DfES, 2002) Early Years and the Disability Discrimination Act – What Service Providers Need to Know. London: National Children’s Bureau. Department for Education and Skill (DfES, 2003) Every Child Matters. London: HMSO. Dickins, M. with Denziloe, J. (2003) All Together: How to Create Inclusive Services for Disabled Children and their Families.
A - Z of Inclusion in Early Childhood by Mary Dickins