Inclusive Practice: Strategies for Child Development and Effective Environment

Inclusive Practice
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Contents
INTRDOUCTION...........................................................................................................................3
MAIN BODY..................................................................................................................................3
Background on inclusive practice................................................................................................3
Discuss the child’s development in context of Piles, focus on the causes..................................4
Identifying the strategies to support child’s development and analyse its effectiveness.............5
How environment enable child to make progress........................................................................5
Setting provide an enabled the environment for Child................................................................6
Include how setting works in partnership with parents and multi-agency teams........................6
Parent perspectives of inclusion..................................................................................................7
Legislation and policies that are setting adheres to become effective or not..............................8
CONCLUSION................................................................................................................................8
REFERENCES................................................................................................................................9
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INTRDOUCTION
Inclusive practice is based on the approach in term of teaching that recognise the diversity of
children’s, enabling to access the information and fully participate in different learning activities.
In this section, it is mainly focused on the case study about Child “A”, which mainly faced the
issue or problem in the development.
The background information about child “A” where they have an issue in regards of
physical and language disabilities at early stage. Therefore, it will determine appropriate
inclusive practice in which gain more knowledge, giving a proper support in context of PILES
development of Child “A”.
Furthermore, the documentation will describe about the different role of ethical practice and
confidentiality in order to provide the better development services.
MAIN BODY
Background on inclusive practice
I nclusive practice means that Child “A” attend and welcomed by their neighbourhood
school at early age, regular classes always supported to learn new thing. It also contribute and
participate in different aspects of life. Inclusive education is about that how child “A” can
improve their own ability. At early stage, child “A” face certain issue due to language as well as
physical disability (Amran and Obaydullah, 2019). It became difficult to improve learning ability
which require to give better option, guidance and conduct the different progress so that they can
learn or participate together.
In 1980, it is initially appeared the inclusive education and expanded the responsibilities
towards children who will unable learning new thing because they have faced issue of physical
as well as language disabilities. As appropriations of inclusive education which appear across the
global world in context of cultural, historical and construction of disabilities under the specific
policy formation. However, different categories of individual, family and educator understand
the disabilities of children at early stage. After few years, inclusive practice or education operates
on grounded assumptions about the children ability and disability at early stage. Moreover, it
also providing the better offers, possibility of disrupting dominant notion of language, ability.
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