Inclusion in the Early Years

Overview

'This book would interest and inform any practitioner from managers to students.'- Early Years Update

'A 'must buy' for anyone interested in inclusive education in the early years' - 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.' - Tony Booth, Professor of Inclusive and International Education Canterbury Christ Church University

'Fascinating reading ... I will be recommending this book to

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Overview

'This book would interest and inform any practitioner from managers to students.'- Early Years Update

'A 'must buy' for anyone interested in inclusive education in the early years' - 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.' - Tony Booth, Professor of Inclusive and International Education Canterbury Christ Church University

'Fascinating reading ... 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.' - Support for Learning

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. The book 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 new and revised edition includes an increased focus on:

" inclusion as a political issue

" social class

" poverty

" children's rights

" the inclusion of gay and lesbian parents and staff

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.

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Editorial Reviews

From the Publisher
'This book would interest and inform any practitioner from managers to students.'- Early Years Update

'A 'must buy' for anyone interested in inclusive education in the early years' - 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.' - Tony Booth, Professor of Inclusive and International Education Canterbury Christ Church University

'Fascinating reading ... 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.' - Support for Learning

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Product Details

  • ISBN-13: 9781446203231
  • Publisher: SAGE Publications
  • Publication date: 5/22/2013
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 190
  • Product dimensions: 6.60 (w) x 9.40 (h) x 0.50 (d)

Meet the Author

Professor Cathy Nutbrown is Head of the School of Education at the University of Sheffield, where she teaches and researches in the field of early childhood education.

Cathy 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 established the University of Sheffield MA in Early Childhood Education in 1998 and a Doctoral Programme in Early Childhood Education in 2008. In 2010 she contributed to the Tickell Review of the Early Years Foundation In June 2012 she reported on her year-long independent review for government on early years and childcare qualifications (The Nutbrown Review). She is Editor-in-Chief of the SAGE Journal of Early Childhood Research and author of over fifty publications on aspects of early childhood education.

Peter Clough is Honorary Professor of Education at the University of Sheffield. Peter taught English and Drama, in the 1970s, in London and later in a number of special schools. His research interests include the use of narrative and fictional writing in research and research report. Peter has taught Inclusive Education and Early Childhood Education at the University of Sheffield, has been Professor of Inclusive Education at Queen’s Belfast and at Liverpool Hope, and Research Fellow at the University of Chester. Peter is an Honorary Professor at the School of Education, University of Sheffield, where he teaches Masters and Doctoral students. Amongst over 50 publications focusing on equality, inclusion difference, and teachers’ lives are several books published with Sage.

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Table of Contents

Politics And Policies Of Inclusion
Cultures Of Inclusion In The Early Years
Key Studies On Special Educational Needs
Defining Inclusion
Thinking Inclusion
Talking Inclusion
Including Children
Including Parents
Including Staff
Including: The Future
References
Author Index
Subject Index
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