Inclusive Practice Report: EYC 4005 Child A Development and Strategies

This report provides a detailed analysis of inclusive practice, focusing on the development of Child "A" with physical and language disabilities. The report begins with an introduction to inclusive practice, highlighting its historical context and importance. The main body of the report explores Child "A"'s development using the PILES model (physical, intellectual, language, emotional, and social), identifying areas of concern. It examines strategies to support Child "A"'s development, analyzing their effectiveness within the learning environment. The report also discusses how the environment enables the child's progress, considering school ethos, anti-discriminatory practices, and the roles of parents and multi-agency teams. Furthermore, the report addresses relevant legislation and policies, concluding with an overview of the findings. The report emphasizes the importance of ethical practice and confidentiality throughout the development process.

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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Discuss the child’s development in context of Piles, focus on the causes
Child development is based on the process which applicable of all children’s who will
face issue in regards of physical or language. This process is mainly involved learning and
mastering skills such as skipping, talking. In this way, they can easily learn this skill during the
predictable time intervals (BRENNAN, 2019). To find the Child’s development domain which
might require to consider the Piles model. It is mainly consist of physical, intellectual, language,
emotional and social. These are different categories in which represent the serious of broad skill
so that child learn as they grow.
By using PILES model, it also concerned about the causes of child “A” where teacher can
monitor or track that how Child “A” is developing and support their development on daily basis.
Therefore, it can easily target the specific skills that aid in a child’s overall growth as well as
development.
As per identified that physical domain which always support for concern about the
development of child’s body. It may include the changes in physical maturity, strength and size
that contribute to fine and gross motor skills. The main cause of child “A” is the physical
disability. Therefore, this physical activities will support to improve the disability whereas child
can participate in multiple activities such as running, stopping, jumping.
Intellectual domain is that when focused on the child process their surrounding and how to solve
problems. It is mainly depending on the own creative ability so that performed the different
activities, which always support intellectual development. It involves reading colours, pointing
shapes. On the other hand, language domain is mainly covered the child’s speaking and reading
the ability (Lancaster and Bain, 2019). The child has suffered the language problem so that it
consider language domain and promote the language skills. In this way, it help for support the
child’s development.
As per discussed about the different PILES domain which always inspire or motivate the
child “A” to improve their disability because this domain will identify the causes of child’s
disability at early stage.
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Identifying the strategies to support child’s development and analyse its effectiveness.
The strategies are based on the inclusive aspects in which providing the practice that aware about
the cognitive progress of child at early stage. It can be deliberately enlist child’s existing skill or
knowledge in context of new learning opportunities (Sit, Xiao and Chunxiao, 2019 ). At initial
level, it become great achievement at early age that associated with instructional strategies. in
order to promote the high level thinking capability of child’s.
Initially, it has been setup the instructional strategies that provide the better guidance,
counselling of child. Sometimes, it always monitor or track the different activities of child.
Through instructional strategies, it should be followed the different inclusive practice in term of
learning and development.
In additional, it also assumed the child’s cognitive development strategy, which always
support for child learns, acquire knowledge and interact with surrounding environment. The
effectiveness of strategy is to schedule the development milestones. Afterwards, child’s
participate in the different activities that promote active learning. Through cognitive strategy, it
always encouraging the child into development of different areas such as attention, perception,
memory and reading by incorporating simple activities into every day. This will help for
increasing great opportunities throughout the day to practice of reading words. In order to
improve their language problem in proper manner.
How environment enable child to make progress.
The current or environment enable the child to make progress when it is mainly focused on
the delivering the curriculum to be called as inclusive. At school, it would require to consider the
inclusive approach for providing the essential learning activities (Finkelstein, Sharma and
Furlonger, 2019). In order to establish the strong relationship between child and teacher so that
they can easily identify specific requirement. The child must have access to the curriculum
through creation of an effective environment. it allows them to develop their own potential and
child “A” must feel secure with learning environment.
in additional, teacher always focused on the suitable learning activities which devised to
meet the expectation level of child. In this way, they can easily afford the opportunity to make
progress.
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Within classroom setting, it does not matter what age of child because it mainly focused on
the critical role in context of encouraging the development of life-long learning. An inclusive
teaching as well as learning environment that will be characterized by child having gain more
opportunities. In order to engage with different learning activities.
Furthermore, when it improve the learning environment so that it can implement the Anti-
discriminatory practice that arise the involvement of child within learning activities at schools.
This type of practice will support for creating an effective environment for child where they feel
valued, respected to extent, able to develop own positive self-identity. In this way, it directly
contribute to make progress of child development (Opiyo, 2019). There are various learning
institution implement the anti-discriminatory practice to give highest quality of child
development. No matter what are the background and circumstance of child but it only assure the
practitioner that will provide the best possible learning advantage through equality environment.
Setting provide an enabled the environment for Child
Yes, it is an effective concept in term of child development, when practitioners have been
successfully setting an effective strategies and enabling anti-discriminatory environment for
child. It provide the benefit to child as being, developing their own ability in classroom learning.
In order to recognise their characteristics and capabilities. Moreover, it is also highlighting the
opportunity on the basis of diversity experience within school community, which reflecting on
the society or community. It always support for encouraging and motivating to create an
effective learning environment.
The practitioners have gained more advantage for exchanging the information or data
about the different learning activities (Finkelstein, Sharma and Furlonger, 2019). They can share
the plan or deliver with child. Thus, it may extend the wide range of teaching strategies and also
enhancing problem solving skills of child through strong collaboration.
Include how setting works in partnership with parents and multi-agency teams
When including or setting the effective strategies, approach in term of inclusive practice.
The setting works in partnership with parents and other multi agency teams. These are important
practitioners which always support for encouraging or inspiring the child. The multi-agency team
is directly established the link with child by an effective strategies that already settings. Each and
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every member are creating a link between educational settings, community, which help to
improve the achievement as well as learning ability of child. Afterwards, it plays important role
for conducting the efficient program or event in term of learning, encourage child to participate
in different activities.
In context of school engagement with multi-agency team member working. An extended
school that can recognise that child cannot work alone and help to solve problem in step by step
manner (Finkelstein, Sharma and Furlonger, 2019). Afterwards, multi-agency working team has
decided to work in other agencies that have given brief learning idea. In this way, multi-agency
team plays significant role in child development.
On the other hand, families are performed the different role and responsibility. Generally,
it will be engaged with child to find out their basic need or requirement. In order to schedule
time table whereas performed the different activities. This will help for child to improve their
own learning style while showing interest towards multiple activities.
As per discussion, it has identified that both multi-agency teams and family are consider
as appropriate approaches that can help in the child development and improvement.
Parent perspectives of inclusion
In currently, parents also showing the positive perspective towards child development.
Therefore, it is mainly focused on facilitate the success of inclusive event or program through
socialisation of child. Family is one of most important social areas in context of development,
which always consists of values and positive belief (Finkelstein, Sharma and Furlonger, 2019).
Another word, it can be said that parents are one of most shaper of child, majorly involvement
towards the children.
The perception of parent is to acquire more information about their child and identifying
weakness or disability. In this way, it help for improving their disability. Furthermore, parents
also used the inclusive practice for creating the schedule to engage with child in different
learning activities. Many parents are considering the inclusive practice to analysis behaviour of
child with special needs of skills (Sit, Xiao and Chunxiao, 2019 ). it is the greatest strength that
can support for learning. It may focus on the offer proper support by completing behavioural
assessments, developing the plan or collaboration to engage with child. As per analysis, it has
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been understands that parents’ perspectives of inclusions are becoming greatest strength, which
support for child development.
Legislation and policies that are setting adheres to become effective or not.
According to equality act 2010, it has been consolidated the source of discrimination
legislation. It simply help for child to protect their own appearance at schools. Practitioners are
concerned about the current policies and procedures so that they always used anti-discrimination
law to provide equal opportunity (Finkelstein, Sharma and Furlonger, 2019). Therefore, child
will participate in the different learning activities. These type of legislation and policy are
appropriate at the time of settings. Yes, it an effective way to implement the positive action
which allows for schools to target measures, designed the alleviate disadvantage. Afterwards, it
can easily eliminate or remove discrimination within community.
CONCLUSION
From above discussion, it has identified that Inclusive practice is consider an important
approach in context of teaching. It enabling to access the information and fully participate in
different learning activities. The documentation has summarised about the effective setting in
providing the inclusive practices. It is useful for targeting the child A that mainly suffers from
different disabilities at early stage. It can be identified the PILES model which mainly applicable
to child’s development approach while identifying the causes.
Furthermore, it has described the effective cognitive development, instructions strategies,
setting take to support child development. However, it also developing an effective environment
whereas child to make progress at certain level. The documentation has discussed about the
legalisation and policies to maintain or control the equality while eliminating the discrimination
among children.
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REFERENCES
Book and Journals
Amran, H.M. and Obaydullah, A.K.M., 2019. Inclusive Practice and Barriers in the Primary
Education of Bangladesh. Internation Journal Of Advance Research And Innovative
Ideas In Education. 5(4). pp.1067-1072.
BRENNAN, A., 2019. Differentiation Through Choice as an Approach to Enhance Inclusive
Practice. Reach. 32(1).
Finkelstein, S., Sharma, U. and Furlonger, B., 2019. The inclusive practices of classroom
teachers: a scoping review and thematic analysis. International Journal of Inclusive
Education. pp.1-28.
Lancaster, J. and Bain, A., 2019. Designing University Courses to Improve Pre-Service
Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive
Practice. Australian Journal of Teacher Education. 44(2). p.4.
Opiyo, R.A., 2019. Inclusive Practice and Transformative Leadership Are Entwined. Global
Journal of Transformative Education. 1(1). pp.52-67.
Sit, C., Xiao, L. and Chunxiao, L., 2019. Cultural factors currently affecting inclusive practice–
Asia. Inclusive Physical Education Around the World: Origins, Cultures, Practices.
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