By Mary Dickins
The key issues in inclusion are explored via an A - Z method overlaying key techniques, theories / theorists, and figures.
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Extra info for A - Z of Inclusion in Early Childhood
2000) Children and assessment, in D. Wyse and A. Hawtin (eds) Children: A Multiprofessional Perspective. London: Arnold. Pollard, A. (2002) Reflective Teaching. London: Continuum. Rieser, R. and Mason, M. (1992) Disability Equality in the Classroom: A Human Rights Issue. London: ILEA. Roberts, R. (1998) Thinking about me and them, in I. ) A Curriculum Development Handbook for Early Childhood Educators. Stoke-on-Trent: Trentham Books. Roberts, R. (2010) Well-Being from Birth. London: Sage. Siraj-Blatchford, I.
However, whether individuals perceive certain behaviours negatively or positively is likely to be highly subjective and subject to a number of influences including family values, background, culture and the fact of having once been a child (Drifte 2004). The term challenging behaviour is often used to describe behaviours which have a negative impact on the child’s social or physical surroundings. These behaviours can range from mildly disruptive to behaviour that is likely to cause physical harm to the child themselves or those around them.
Twenty toddlers aged two and under were included in the figures. These were often fixed term rather than permanent exclusions. A subsequent report published by the regulatory body Ofsted (2009) looked into the exclusion of children from 60 primary schools and argued that the numbers they found were very small, especially for children in the foundation stage. This lack of consensus concerning pre-school exclusions makes accurate analysis difficult but nevertheless there have been clear trends identified.