INCLUSION IN EARLY CHILDHOOD SETTINGS

Running head: INCLUSION IN EARLY CHILDHOOD SETTINGS
Inclusion in early childhood settings
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INCLUSION IN EARLY CHILDHOOD SETTINGS
Inclusive education refers to the acceptance of all types of students are allowed to study
in their neighbourhood school for regular classes and to contribute and take part in all the
different aspects of school life. Inclusive education is all about the development and design of
the school in such a way that the programs and activities in the schools helps all the students to
learn and participate with each. Inclusive education ensures the quality of the education is
accessible to every student by solving their problems in understanding as well as meeting the
diverse requirements of each students by the following the processes of supportive, acceptance,
and being respectful (Macartney & Morton,2013). When diverse students participate in the
education environment it will help in diminishing the barriers and the obstacles which leads to
exclusion from a learning program. Carrying out the common education environment in an
inclusive education is to bring students from different abilities and backgrounds under a single
platform. Common learning platforms are being widely used in the world and are used for bulk
of the students for fixed instructed hours which includes classrooms, gym, performance theatres,
music rooms, libraries, cafeterias, local community and playgrounds (Allen & Cowdery,2014). A
common education place is where the students with intelligent disabilities along with other
special needs will be participating with others equally and will not be excluded from their peers.
The concept of inclusion in early childhood among students is not a new concept rather it
is as old as 40 years old concept which has seen different benefits among the children
irrespective of their health conditions, both children with and without disabilities (Lee et
al.,2015). Limiting the experiences for any children will result in hampering their future
development and will be demoting the quality of their life throughout the rest of their life. The
experience a child gets during the early stages of education in their life will be determining the
extent of their feel to be connected to the natural community. This is easily understandable by

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INCLUSION IN EARLY CHILDHOOD SETTINGS
the term “degree of belongingness” which is the period in which the children establishes the
prospects of a relationship of different forms which will be needed beyond their initial childhood
years (Justice et al.,2014). When a family spends a good time of belongingness with their
children in their early years it leads to the effect of lifelong belongings among the children for
the rest of their lives. The society is also benefited from the inclusion in a child in the early
years. The inclusion in a children in all aspects from family to education leads to shape the
expectation of the children as they grow up. Students who attend inclusive education
environment irrespective if their abilities are equipped with better skills towards learning, living
and working in the communities which follow inclusion (Nutbrown,Clough & Atherton,2013).
Inclusive education provides a better education for all the children and the process is considered
to be very helpful in changing the biased attitudes. The schools help in providing the atmosphere
of a different relationship outside their family for a children for a first time which enables them
in developing new social communication as well as association. The respect and understanding
among a student grows when they gather the various abilities as well as backgrounds play and
socializing and learning together. The education which excludes and separates by discriminating
traditional marginalized groups are never able to provide the proper education to the student.
When the education is more inclusive in quality then the concepts of social participation,
employment and the community life becomes sustainable. Inclusive education is not for some
children only as being included is not something for which a child must be ready for at all times
(Kemp et al.,2013). All children at one point of their time are ready for attending regular schools
and the classrooms. The participation of the students need not to be earned. Inclusive education
among the children is a way for the teachers to think in a more creative way and make the
schools a place where all the students will be able to participate in different creative activities.

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INCLUSION IN EARLY CHILDHOOD SETTINGS
Creativity refers to the different process of imparting knowledge among the student by different
ways which will be done by designing the lessons to be interesting and also in such a way which
will be easily perceivable for all kinds of children. When all children are taught in the same
classroom it creates a social environment which helps the children to grow a diverse
characteristic in them (Davis,2014).
A strength based approach for inclusion in early childhood education is used for focusing
on the identification of the approaches which works for the children rather than focusing on what
is wrong for the children and their supposed deficiencies. A strength based approach to a
children helps in viewing realistic situation and looks for the opportunities in complimenting and
supporting strengths which exists and the opposed capacities for focussing on the problem of
concern (Barton & Smith,2015). The problem and the children suffering from the problem are
treated separately but the problem is never neglected. Strength based approach follows a
paradigm shift from the deficit based method which lists a lot of points which are termed to be
bad for the children and can lead to be harmful for the learning and development of the child.
The deficit based process becomes a failure when it comes to providing sufficient amount of
information about the different strengths and the followed strategies for supporting a child’s
development and education. The strength based approach of inclusion in early childhood
encourages the educators to understand that the learning of a child is dynamic and complex,
understanding a child’s demonstration of the learning outcomes varies from each other (Ishimine
& Tayler,2014). The approach starts with analysing what is present rather than pointing out what
is absent in children and point out the things that works out for the child. The strength based
approach has strategies by which it can be easily found out what things work for the child and
how it works so that the strategies can be followed for the continued development of the child