Developing a Fully Inclusive Setting

Reminder

Which of these best describes a whole setting approach to inclusion?

Having an up to date Equality and Diversity Policy

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Seeking to develop our setting to meet the needs of all children and young people

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Making sure we don’t break the law about inclusion

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When we thought about Tomaz in Module 1, we identified this approach as the social model of disability.

This can be defined as:

…. people are disabled by barriers in society, not by their impairment or difference. Barriers can be physical, like buildings not having accessible toilets. Or they can be caused by people’s attitudes to difference, like assuming disabled people can’t do certain things.

(From https://www.scope.org.uk/social-model-of-disability )

With everything you have covered on this course, for each of these mini case studies consider which the most inclusive strategy would be:

Mohammed has a learning difficulty and sometimes gets so involved in an activity he forgets to go to the toilet and has accidents especially when playing out side.

Do nothing and deal with the accidents when they happen.

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Tell his parents he can’t come until he is reliably going to the toilet alone.

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Support Mohammed to set a time on his watch or phone to remind him to go to the toilet.

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2. Olivia has a severe nut allergy. You are making a cake next week and each child will make a small cake to take home.

Find a recipe which does not have nuts in and everyone makes this.

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Bring in different ingredients for Olivia.

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Put Olivia in a different group and don’t give her the choice of making a cake.

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3. Kristina can easily go into meltdown and likes to run away when outside.

Agree with Kristina’s parents that she cannot play outside.

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Allocate a staff member to be 121 with Kristina outside.

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Establish that your outdoor play area is secure and embed a final check over of this in your daily check list.

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4. Beth is severely visually impaired and keeps tripping over equipment at your club.

Restrict the number of times when equipment is moved and include all children in a walk around when this happens – in fact can they plan this?

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Show Beth round every session.

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Make sure Beth has 121 support for the whole session.

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In the questions above, none of these adjustments took much time or money and were whole setting adjustments.

Well done on getting to the end of the course and being prepared to think in new ways.

Lets finish with a true story of Jamie. Jamie has Down Syndrome and when he moved to secondary school his mother almost had to give up her job as she could not find any wraparound care. Partnership working with the school transport team and a local childminder meant that Jamie went to a childminder after school every day for the next 5 years.

When asked what he liked about this he said:

‘ I liked the food and the other children. I didn’t like drinking water as it reminded me of being younger!’

Select the button and then click Check to move on.

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Before you complete the course please fill in the assessment form below:

Select the button and then click Check to complete the course.

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1. Question

Reminder

2. Question

3. Question

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6. Question

Well done on getting to the end of the course and being prepared to think in new ways.

7. Question