Inclusion in Practice

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(M/601/4070) Promote equality, diversity and inclusion in work with children and young people

3.1 Explain what is meant by inclusion and inclusive practice 3.2 Identify barriers to children and young people’s participation Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life of the school. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a high quality of education. In an inclusive environment there is recognition, acceptance and celebration of differences and similarities. Equal opportunities and inclusion should take notice not only of access to provision on school premises but also to facilities outside the school setting, for example, on school trips. Schools and other organisations that offer educational provision must by law make sure that all pupils have access to a broad and balanced curriculum. The schools should also make sure that inclusive practices are a matter of course within day to day provision and any barriers to inclusion are identified and removed.

At Pelham Primary we have a little girl who has cerebral palsy and she is included in everything the other children do, there is nothing she can’t do with a little bit of support. She has a special chair that is made especially for her so she can sit unsupported and there are ramps around the school so she has access to all the rooms. Opportunities for children and young people to participate in decisions and issues that affect them have increased significantly. However, this is not the case for disabled children and young people, particularly those with complex needs and communication impairments,...
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