EDUC06014 2016 Inclusive Practice supporting Equality and Diversity

General Details

Full Title
Inclusive Practice supporting Equality and Diversity
Transcript Title
Inclusive Practice
Code
EDUC06014
Attendance
N/A %
Subject Area
EDUC - Education
Department
SOCS - Social Sciences
Level
06 - NFQ Level 6
Credit
05 - 05 Credits
Duration
Semester
Fee
Start Term
2016 - Full Academic Year 2016-17
End Term
9999 - The End of Time
Author(s)
majella mulkeen, Aoife Cooney, Silvia Gursinski
Programme Membership
SG_HEARL_G07 201600 Bachelor of Arts in Early Childhood Care and Educ SG_HENGL_H08 201700 Bachelor of Arts (Honours) in Humanities in Joint Major: English and Psychology SG_HEARL_H08 201700 Bachelor of Arts (Honours) in Early Childhood Care and Educ SG_HEARL_H08 201800 Bachelor of Arts (Honours) in Early Childhood Care and Educ SG_HENGL_H08 201900 Bachelor of Arts (Honours) in Humanities in Joint Major: English and Psychology
Description

The aim of this module is to equip students with the knowledge and understanding of inclusive practice in the early years. They will explore the term additional needs according to relevant Irish frameworks and policy documents which state that children may have additional need by virtue of their disability, family background, and ethnicity, physical and mental health. Students will explore key terms such as access, equality and diversity, participation and inclusion. Students will be introduced to strategies of providing an inclusive early year’s environment and programme/curriculum. Throughout the module the role of the practitioner in ensuring equality and promoting diversity will be analysed. Specific emphasis is placed on working with parents in the context of inclusive practice. Students will be introduced to a range of disabilities, conditions that may result in additional needs for children. They will explore and strategies and techniques that will enable them to work inclusively in in early year’s settings.

 

 

 

 

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Discuss the key terms additional needs, discrimination, access, participation, inclusion, holistic model of care, equality and diversity.

2.

Describe a range of disabilities and appropriate strategies for the care and education of children in both pre-school and school settings.

3.

Compare and contrast strategies of providing inclusive environments and curriculum / programmes in pre-school and primary school settings for children with additional needs.

4.

Explain the role of services and professionals which support children with additional needs and their families.

5.

Discuss the relevance of inclusive practice in working with families in order to ensure equality and respect and promote diversity in ECCE settings.

Teaching and Learning Strategies

Teaching will focuses on the student experience and the practical application of learning.

Active learning strategies will be applied throughout.

Teaching will incorporate students personal and professional experience and knowledge.

Learning will be facilitated through the use of case studies. 

Regular revision will enable the students to apply their knowledge and will prepare them for the final exam.

 

Module Assessment Strategies

Project 50%

Final Exam 50%

Repeat Assessments

Project 50%

Final Exam 50%

Indicative Syllabus

- Exploring relevant terminoligy in relation to legal frameworks such as Disability Act 2005, Equal Status Act 2000/2004, UN Convention of Rights for People with disabilities, EPSEN Act 

- Key terms discrimination, access, participation, inclusion, holistic model of care, equality and diversity

- What are additional needs ( by virtue of their disability, family background, ethnicity, physical or mental health)

- Creating an incusive culture in ECCE services

- Strategies for the provision inclusive environments in Early years settings including Primary Schools

- Strategies for provision of inclusive programmes / curricular in Early years settings including Primary Schools 

- Services and professional providing for children with additional needs and their role in the community, multidisciplinary provision

- Working with families

- Ensuring Equality and promoting Diversity in Early years settings including Primary Schools

- Explore a range of disabilities (including Autism Spectrum Disorder, Down Syndrom, physical disabilities) and conditions that may result in children having additional needs

- Strategies and techniques in working with children with additional needs including TEACCH, PECS, Lamh etc.

 

 

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
50 %
End of Semester / Year Formal Exam
50 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Project Project Group Project 50 % OnGoing 3
             
             

End of Semester / Year Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Exam Final Exam Closed Book Exam 50 % End of Semester 1,2,4,5
             
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Lecture Lecture Theatre Lecture 2 Weekly 2.00
Tutorial Flat Classroom Tutorial 1 Weekly 1.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Required & Recommended Book List

Recommended Reading
2013-05-01 Inclusion in the Early Years SAGE Publications Ltd
ISBN 1446203239 ISBN-13 9781446203231

'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 i

Recommended Reading
2012-04-20 Diversity & Equality in Early Childhood: An Irish Perspective Gill & Macmillan Ltd
ISBN 0717149943 ISBN-13 9780717149940

New childcare text that positions diversity and equality as an integral part of early childhood care and education for students, trainers and practitioners in Ireland. Presents up-to-date examples of innovative practice, developed by the eist project, the Equality & Diversity Early Childhood National Network (EDeNn), and gathered from early childhood settings and learners in Ireland. Examples and cases framed by theoretical considerations and insights into international work. Supports the implementation of Siolta (2006), Aistear (2009) and the Diversity and Equality Guidelines for Childcare Providers (2006 OMC) with particular focus on identity and belonging and anti-discriminatory practice. Divided into four sections: Diversity is real - and so is exclusion: Presents a framework for what adults need to know to proactively address diversity beyond culture, and contextualises children's stories in legislation, policy and practice. (Re)thinking early childhood care and education Offers several theoretical perspectives on diversity and equality in early childhood. Walking the walk: insights into Irish ECCE practice, with specific reference to diversity and equality Provides insights into existing and innovative practices in the Irish ECCE sector, demonstrating that change for adults and children is possible. Roadmap to equality: conclusions and recommendations for policy, professional development and practice in the Irish ECCE sector Draws on the discussions, examples and insights of the previous sections and proposes recommendations for steps to be taken by policy-makers, trainers, educators and practitioners in early childhood settings and services in Ireland. * Supports the implementation of Siolta (2006), Aistear (2009) and the Diversity and Equality Guidelines for Childcare Providers (2006 OMC), with particular focus on identity and belonging and anti-discriminatory practice. * Provides up-to-date examples of innovative practice developed by the eist project and the Equality & Diversity Early Childhood National Network (EDeNn), and gathered from early childhood settings and learners in Ireland. * Presented in four sections: *Diversity is real - and so is exclusion Introduces a framework that can be used to address diversity beyond culture, and contextualises children's stories in legislation, policy and practice. *Re-thinking Early Childhood Education and Care Offers several theoretical perspectives on diversity and equality in early childhood. *Voices from the sector Provides insight into existing and innovative practices in the Irish ECEC sector, while demonstrating that change for adults and children is possible. *Roadmap to equality Proposes recommendations for steps to be taken by policy-makers, trainers, educators and practitioners in early childhood settings and services in Ireland. WRITTEN FOR: * Childcare courses at FETAC Level 6 * Early childhood education courses at degree level * Montessori courses * Primary teacher education courses * Social care courses

Recommended Reading
2010-12-29 Special Needs and Early Years: A Practitioner Guide SAGE Publications Ltd
ISBN 1849201331 ISBN-13 9781849201339

In the third edition of this respected and influential textbook, Kate Wall blends theory and practice with an informative and highly accessible writing style to provide a detailed analysis of provision for young children with additional needs.

New to this edition are up-to-date information on all the relevant policies and legislation, including the Early Years Foundation Stage (Eyfs), Every Child Matters (Ecm) and the training guidelines for new Sencos; a timeline showing the development of policies and legislation in the field; learning objectives at the beginning of chapters; points for reflection, to aid independent study and facilitate critical thinking; new case studies, covering the Birth to 8 age range; new content on the role of fathers, pupil voice and listening to children, taking an holistic view of the child, and current issues around diversity and inclusion.

This book is essential reading for early years students and practitioners, and for all those working with young children with special educational needs and their families.

Recommended Reading
2014-03-18 Diversity and Inclusion in Early Childhood: An Introduction SAGE Publications Ltd
ISBN 0857028510 ISBN-13 9780857028518

Covering a wide range of concepts and taking a broader perspective of what inclusion entail, this book offers an overview of current research, policy and practice in diversity and inclusion in the early years. It is a clear introduction to what inclusive practice means for those working with young children in the early stages of their lives.

With case studies and activities designed to help students relate to diverse situations, the author discusses the main issues surrounding:

- race

- gender

- culture

- disability and Special Educational Needs

- English as an Additional Language

- Traveller children

- the contexts of inclusion and exclusion

- good practice in early childhood settings

- different perspectives of inclusion

This is essential reading for students studying inclusion and diversity on early childhood or early years courses, and those seeking to promote good practice and enable all children to develop to their full potential irrespective of their background.

'The success of this book is in its ability to explore inclusion from a wide perspective. Offering a range of thought-provoking material, such as reflective questions, debates and controversies, practitioner, parent and children's views, legislation, activities, and examples of good practice, will keep readers interested and actively engaged throughout the book'
-Dr Anna Kilderry, Senior Lecturer, Early Childhood Education, Victoria University, Melbourne, Australia

Chandrika Devarakonda is a Senior Lecturer in the Faculty of Education and Children's Services at the University of Chester.

Recommended Reading
2012-01-01 Inclusive Early Childhood Education: Development, Resources, and Practice (PSY 683 Psychology of the Exceptional Child) Wadsworth Publishing
ISBN 1111837155 ISBN-13 9781111837150

INCLUSIVE EARLY CHILDHOOD EDUCATION: DEVELOPMENT, RESOURCES, AND PRACTICE, Sixth Edition, is a comprehensive special education resource book that provides essential information on a variety of early childhood learning disabilities, as well as strategies for including children with these special needs in regular educational settings. The author provides you with a solid grounding in theory and research as well as practical guidelines, real-world vignettes, and hands-on program planning assistance to prepare you to integrate children with learning disabilities into your classrooms. Updated throughout, this edition also introduces videos that are available for viewing at the Early Childhood Education Media Library, allowing you to see text concepts brought to life in real classroom settings. Whether you're training to be a pre-school teacher, kindergarten teacher, early education provider, child care provider, or administrator in any of these settings, you'll keep this resource with you long after you complete your coursework.

Recommended Reading
2006-11-21 A Practical Guide to Pre-school Inclusion (Hands on Guides) SAGE Publications Ltd
ISBN 1412929350 ISBN-13 9781412929356

This first book in the Hands on Guides series provides step-by-step instruction on how to make your pre-school setting inclusive, and provides lots of helpful reproducible resources, checklists, and practical activities. Issues covered include: advice on inclusive environments, play and planning to meet individual needs in 0 3 and Foundation stage settings; coverage of current legislation, such as the Disability Discrimination Act (DDA) and what it means for the pre-school practitioner; quick-reference materials, for planning and auditing any early years setting; and a CD Rom with templates that can be customized to fit your needs.

Module Resources

URL Resources

http://www.dcya.gov.ie/documents/cypp_framework/BetterOutcomesBetterFutureReport.pdf

http://www.dcya.gov.ie/documents/policy/RightFromTheStart.pdf

http://www.dcya.gov.ie/documents/publications/Child_Care_Pre-_School_Services_Regs_2006.pdf

Other Resources

http://childrensrights.ie/childrens-rights-ireland/un-convention-rights-child

http://www.irishstatutebook.ie/eli/2000/act/8/enacted/en/html

http://www.oireachtas.ie/documents/bills28/acts/2004/A3004.pdf

https://www.ombudsman.gov.ie/en/About-Us/Legislation/The-Disability-Act/

http://www.irishstatutebook.ie/eli/1998/act/21/enacted/en/html