What it means in practice. Inclusion. What it means in practice.

Introduction There are children in mainstream schools and nurseries with a much wider range of additional needs than ever before. Each one has a right to 'enjoy and achieve' and learn how to become a member of society; to be 'included' in all aspects of school life.

The Every Child Matters agenda It emphasises schools' responsibilities in including children with a diversity of additional needs, both within and beyond the school learning community. It aims to reduce educational failure and maximise potential for all children, with schools supporting children's holistic development and helping to remove barriers to achievement.

Links to the National curriculum. The National Curriculum sets out the statutory requirements for schools to provide 'effective learning opportunities for all pupils based on their cultural, physical and learning needs', and establishes three principles for developing an inclusive curriculum: Setting suitable learning challenges. Responding to pupils' diverse learning needs. Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Think about….. List 3 additional needs you have experienced while working in your placements. List below 1, 2, 3,

Hearing impairments We can inclusive offer support to children with hearing impairments by; Offering visual activities Keeping background noise down. (Use soft surfaces) Get eye contact before communicating. Work with outside agencies. Use props, pictures and PECS

Continuing to support children with hearing impairments Provide some games to support them learning makaton or BSL. Staff to be competent in using makaton or BSL Provide parents/child with information about support groups and societies.

Supporting children with delayed speech. It’s estimated that up to 20% of children entering pre-school have delayed speech. 5% of school age children have some speech delay. ECAT- Every child’s a Talker, a national strategy.

Supporting children in the setting. Give children time to answer, it takes a young child up to 7 seconds to take in what is said to them. Liaise with SALT to develop a programme for home use, which can be continued in the setting.

Supporting children in the setting continued; Observe the child and gain knowledge about their speech difficulty. Encourage all children in the setting to use some makaton. Give simple clear instructions. Allow a child who stutters time. Make sure the child has had their hearing checked. Build upon their existing vocabulary.

Examples of extending the child’s vocabulary. Child’s spoken language Adult’s response How does this response help? Milk (Child empties beaker) Milk gone Reinforces correct use of milk and gives example of two-word sentence showing next stage of development. I’ve made a tunnel Yes, you’ve made a long dark tunnel Extends child’s language, modelling more challenging vocabulary No verbal communication but baby smiles when he sees dinner Dinner! (Practitioner says ‘dinner’ several times as isolated word) Gives child naming vocabulary and models next stage of language development

SMART Targets Specific – Be clear on the area to develop Measurable – You need to be able to know when the child has achieved their goal. Achievable – They need to be achievable to ensure self esteem and confidence is developed Realistic – Allow time and do not set too many targets at once. Timescale – Allow plenty of time to achieve.

For further information National deaf association www.ndcs.org.uk Makaton home page www.makaton.org Every child’s a talker http://nationalstrategies.standards.dcsf.gov.uk/node/153355