Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. It ensures that everyone feels valued and a sense of belonging. In an inclusive environment there is recognition, acceptance and celebration of differences and similarities.
Medical and Social model of disability are two issues to understand of Inclusive practise for children and young people
Medical model of disability
This is based on an assumption that the child must adapt to the environment which exists. This model promotes an atmosphere of ‘dependence.’
Social model of disability
The social model starts with the assumption that the way a school operates, the barriers present and different attitudes can prevent individuals from participating in society. This view of disability works to empower children and young people. Inclusive practice is based upon the ‘social model of disability.’ Legislation requires schools to make ‘reasonable adjustment’ and remove barriers so that children and young people can participate in educational and social activities within the school alongside their peers. Pupils with additional needs often require the additional support of a teaching assistant or school support worker but it does not stop there by providing additional support. Adjustment would need to be made around the setting, these are;
• the physical environment: providing lifts, ramps, rails, wide doors and furniture at the correct height for children with physical disability, or improve lighting for children with visual impairment. • providing information : worksheets and books with larger print, audio tapes, symbols or alternative of communication • the curriculum: groupings, timetabling, additional support, ICT(touch-screen computer, text, speech software) or adjustments to assessment (extra time, using different methods to capture evidence)
The setting has an Inclusion policy stating the