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All young children are entitled to high-quality experiences when it comes to their education. Too often, when we meet a child who has learning differences or a disability, our instinct is to sound the alarm bells and call for additional support. The Inclusive Early Years Educator is a resource that encourages us to change our mindset when it comes to children with learning differences and disabilities, considering areas where our provision needs adjustment, in order to be truly inclusive.
This toolkit aims to ensure all children have the best possible chance of making progress by supporting practitioners to identify all children’s strengths and to celebrate all aspects of individual children’s learning. The book:
Some of the self-reflections will be challenging and ask us to think about aspects of our practice we may never have previously considered. With accessible guidance and strategies to advocate a change in practice based on lived experience research, The Inclusive Early Years Educator will enable the reader to become an ally for championing neurodiversity-affirming practice and true inclusion in early years education.
Preface
Acknowledgments
Introduction
Additional Forms
Index
"This book is going to be a real gem on the reading lists and bookshelves of every education and early years student, early years educator, teacher, and trainer. It is bursting at the seams with information, case studies, resources, and opportunities to reflect on current and future practice. It embodies every aspect of inclusion and discusses what this should look like in practice, and more importantly, be embedded at the core of all that we do. Stephen and Ann skilfully navigate you through each chapter, intertwining theory and examples from some of our sector's most highly regarded experts, alongside real-life case studies from Doncaster Local Authority. It is thought-provoking and challenges you to look not only at your practice, but at your thoughts, words, and beliefs and how these influence our approach to inclusion ... this will definitely be on my students’ reading list and in my classrooms to support understanding of inclusion, reflection, and encourage discussion."
- Helin Taylor-Greenfield, Education and Early Years Lecturer (FE), NNEB, Pearson and LBWF Award Winner, Mental Health and Wellbeing Advocate
"I have thoroughly enjoyed engaging with this book. Right from the start you understand the positioning of the authors and the important and powerful message they want to give. A message supported through the introduction of the Reflection Toolkit that has the child and their holistic needs at the centre. This book has so many strengths, including the style in which it is written, which makes the book accessible to a range of audiences. The use of ‘voices’ from practice facilitates real life examples of the Toolkit and enables the reader to reflect on how they could employ it in their work. It is empathetic, compassionate and respectful in the way it addresses issues and is particularly sensitive to the needs and feelings of parents and carers. The title on Chapter 11 about the views and aspirations of parents is spot on. How often do you ask the question “What is your aspiration for your child?” “How can we work together?” I valued the challenge to make us reflect on how we talk to, with and about families- their child is truly their most precious gift."
- Professor Eunice Lumsden, Head of Childhood, Youth and Families, Faculty of Health, Education and Society, University of Northampton
