Developing an Inclusion Policy in your Early Years Setting
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Review: British Journal of Special Education, 2007 (nasen) This book has been written to support early years educators working in a range of settings from mainstream nursery units and classes to children’s centres, day nurseries or as childminders. The author suggests in the introduction that educators often find the idea of writing an inclusion policy rather daunting. However, that is actually easier than implementing the policy and proving that it is being implemented. This book addresses all these issues. It offers guidance as to what inclusion policies should contain; how these can be translated into practice; and how the policies should be monitored. It also emphasises the importance of whole staff involvement at all stages of the process. There are nine chapters in the book and each chapter focuses on a different issue. The first three chapters discuss the meaning of inclusion, meeting legal requirements and policy writing. The following chapters focus on issues such as special educational needs policy, disability and access, equal opportunities, behaviour and bullying. A framework is provided to support writing a special educational needs policy and also a behaviour policy. The final chapter demonstrates that one inclusion policy can be used to bring together the policies for each of the areas previously discussed and provides a starting point for settings to use in developing their own policy. The book is very clearly written. It can be read quickly from beginning to end, but the use of subheadings and bullet points enables easy reference to specific sections – this is an important consideration when a book is being used as a tool to support policy writing. While this book provides a wealth of practical advice, it also poses questions for discussion and stresses the importance of using the guidance to develop policies appropriate to the individual setting. I would recommend the book to educators who are engaging in policy writing for the first time and also to trainee teachers or nursery nurses. However, more experienced early years educators would find it reassuring, when writing and reviewing their policies, to have this book is a point of reference. Carol Smith in British Journal of Special Education, 2007 £6 FREE postage ---------------------------------------------------------------- Review: Special Needs Information Press, 2007 (SNIP) This short book supports a step-by-step approach to allow early years settings to increase the active participation of all children. It contains sections that include information on the legal requirements placed on settings, including disability discrimination legislation. In addition, practical strategies are suggested that will support good practice and provide ideas for reflection and adaptation. The book also provides an overview of issues that are connected with promoting inclusion, such as effective SEN policies and practice, behaviour and anti-bullying policies. There are useful pro formas included within the publication that will be of great help to settings who would benefit from a framework to assist them in producing a policy. An invaluable help to all early years settings, parent groups and those undertaking training in this area. Although only short (54 pages), at £6 (including postage and packing) this publication represents excellent value for money. £6 FREE postage ---------------------------------------------------------------- Review by: Amanda Edmonds (2009)
This short, sixty page booklet aims to help practitioners devise, develop and implement an inclusion policy in their settings. Whilst it is a useful read for childminders, it seems to be aimed primarily at nursery and larger settings who have a designated SENCO. It would also be a useful reference for NVQ and Diploma students.
The book includes legal backgrounds relevant to inclusion policy, bullying and behaviour policy as well as a sample policy which can be used as a basis for writing your own inclusion policy. There are some practical hints and advice for implementing the policy and for making play and learning accessible for every child. There is also a short section on the use of persona dolls and ideas for promoting positive behaviour all of which would be useful in any setting; nursery or childminder.
The authors pose frequent questions in the text to help you reflect on the needs and requirement for a relevant inclusion policy for the setting. It is written in an easy to read manner, much use is made of bullet points, chapters and sub headings so it is easy to dip in and out of and to find particular areas of interest or relevance. It has a comprehensive further reading and references section at the end to further develop inclusive practice.
I would give this book a score of 7 out of 10.
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