1. Unit OP 1 Support children with additional needs

2. Learning Outcomes LO3 Understand inclusive practice.
AC 3.1 Identify the requirements of current legislation and frameworks in relation to inclusive practice.
AC 3.2 Give examples of inclusive practice.

3. 3. Understand inclusive practice (3.2)
Time: 15 mins
Do you like to help others?
Consider:
Helping around the house
Supporting someone who is struggling with a task
Giving someone directions
Helping someone who cannot get through a door on their own because their hands are full
Are you the type of person who waits to be asked for help, or are you generally the first person to offer?

4. 3. Understand inclusive practice (3.1)
Current legislation and frameworks
The Equality Act 2010 is a very important piece of legislation.
It simplifies and strengthens a number of previous pieces of legislation relating to equality and inclusion, including:
Race Relations Act 2000
Disability Discrimination Act 1995
Sex Discrimination Act 1975.
The UNCRC states that inclusive practice is a child’s right.

5. 3. Understand inclusive practice (3.1)
Current legislation and frameworks
The EYFS states that every child deserves ‘the support that enables them to fulfil their potential’.
The EYFS profile is an ‘inclusive assessment’, assessing the abilities of all children, including those with additional needs.
The National Curriculum has a section entitled ‘Inclusion’, and details how children must be included and supported throughout their education.

6. 3. Understand inclusive practice (3.2)
Inclusive practice means to include everyone to the best of their own ability.
It means to not purposefully exclude anyone.
Children can choose whether or not they want to take part in an activity or experience, but they must all be offered the opportunity to join in or take part.

7. 3. Understand inclusive practice (3.2)
Time: 15 mins
To be fully inclusive, practitioners may need to adapt or adjust an activity so that every child can participate. Discuss when you have adapted or adjusted an activity or experience in your setting.
Consider:
An activity or experience that was too difficult for some children
Adjusting where you carried out an activity so that all children could access it
Giving instructions in a variety of ways so that all children could understand what they needed to do.
This could include:
A cutting and sticking activity, where some of the pieces were pre-cut for those who struggle with scissors
An activity that was planned for the floor, but could also be carried out on a table top for a child who cannot sit on the floor
Simplifying instructions for children who have English as an additional language, perhaps using visual prompts to guide them through
A range of puzzles of varying difficulties so that children can join in to the best of their own ability.

8. 3. Understand inclusive practice (3.2)
Settings may have a child or children with already-identified additional needs, and they need to plan according to these needs.
A child may not have any identified additional needs, but practitioners may observe that they need additional help with specific tasks.
If these additional needs were not addressed and the child’s needs were ignored, then that would not be inclusive practice.

9. 3. Understand inclusive practice (3.1, 3.2)
Time: 15 mins
Ask for a copy of the setting’s inclusion policy and take note of the key points.
Consider:
The setting’s opening statement on inclusion
How the setting defines additional needs
Provision for those with additional needs
Roles and responsibilities
Involving the child and/or family.
If learners are unable to access the policy of their setting, then they can research and compare others from the internet.

10. 3. Understand inclusive practice (3.1, 3.2)
Time: 20 mins
Create a poster that contains a variety of words and images showing what inclusive practice means to you.
Consider:
Images from the internet
Images from educational catalogues
Images and articles from relevant magazines and journals
Words that promote inclusion
Inspirational words or phrases.
The poster can be shared, and learners can give their reasoning for the content of their poster.
Learners should be encouraged to discuss their own views and opinions.

11. 3. Understand inclusive practice (3.1, 3.2)
Children should not be made to feel different from their peers.
Children are generally naturally inclusive and will want to play with all children.
A young child might show curiosity if another is different to them.
Practitioners must handle this sensitively, and not just dismiss the curiosity and tell them to be quiet.

12. 3. Understand inclusive practice (3.1, 3.2)
Time: 15 mins
How inclusive are the children in your setting?
Consider:
Are there children who always like to help other children?
Do children tell practitioners if they feel another child is upset or not able to do an activity?
Are children encouraged to be kind to others?
Are certain children given the role of helping specific children?
Are practitioners positive role models in regard to inclusion?
Learners should discuss the attitudes and behaviours of the children in the setting.
Children learn from the adults around them, so if children with additional needs are pitied or ignored, then children may follow suit.
If children see adults supporting children with additional needs, then they will copy these behaviours and it will be become natural for them to help others and be inclusive.

13. 3. Understand inclusive practice (3.2)
Time: 15 mins
For each letter of the word ‘Inclusive’, write a word or phrase that sums it up for you.
For example: I N C
L – living with everyone U
S – supporting others V E
These could be shared or displayed.
Learners could include pictures or diagrams/images.
This should focus on everyone having different views, values and beliefs.

14. Summary Inclusion is a key term when working with children.
There is a range of legislation that sets out guidelines on inclusion.
Settings will adapt and adjust activities to ensure that all children can take part to the best of their ability.

15. Plenary
What year did the Equality Act come into force?
Name two pieces of legislation that the Equality Act simplified and strengthened.
Describe three benefits of inclusive practice.