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UNITED KINGDOM - "INCLUSIVE EDUCATION"

1. Information on the school

» Kind of school: State Nursery (3-4 year olds)

» Number of pupils: 65
» Specific School Educational Policies concerning equal opportunities:

The Centre has an inclusive purpose and vision that is supported by the clearly stated values of the organisation. The vision for the Centre is to be seen as a centre of excellence providing children with the highest quality nursery curriculum and being recognised as a major influence within the Local Education Authority as a model for inclusion. The equal opportunities policy says that: 'children have the right to learn together; all children are unique and should have the opportunity to celebrate and value their own and others endeavour; and all children should have equal access to resources.'

» Social characteristics of environment

The Centre is situated in an area of social deprivation with high unemployment. There are up to 65 full-time places for children in the nursery, and 17 of them are for children with special needs and those referred by social services. Families come from a wide range of ethnic backgrounds and most of the children who speak English as an additional language are bilingual.

2. The reasons for activity

» Why did the activity begin?

The Centre is a result of a merger in 1998 between a local nursery school and a centre for children with complex special educational needs.

» What was the aim of the activity?

The aim of the Centre is to ensure that all children are included in every aspect of school life.

» Types of discrimination worked on

The Centre is focused on including pupils with disability and special educational needs.

3. Development of actvity

» The activity was directed at: Pupils

» Who managed the activity?

The Headteacher, Senior Management Team and teachers.

» Date and duration of development of activity: Ongoing

» Methodology and Strategies

  1. Leadership - the inclusive purpose of the school is driven by the teaching staff
  2. Resources- the centre ensures that resources are available for all pupils. Books include disabled children and there are pictures of disabled children around the Nursery. Understanding of difference is effectively discussed with the children through the use of such stories. The staff discuss issues around disability with the children in their 'family groups'.
  3. Objects of reference are used as a communication tool for all children in the nursery but are particularly effective for children with speech and language delay.
  4. A sensory path has been planted in the outdoor play area which is sponsored by the Royal National Institute for the Blind (RNIB) providing sensory experiences for those children both with and without visual impairment.
  5. Outdoor Play equipment is fully wheelchair accessible and the intention is to plant a tree within the climbing frame to increase the sensory experiences of the children. Toys in racks are placed at different levels so as to be accessible to all children whether standing, standing in a walking frame or sitting in a wheelchair. Visual and aural stimulation were also provided in the form of old CD discs being hung on string from the roof of the outdoor area. Children were able to touch the shiny discs as well as hear them banging together. The large outdoor sandpit was also wheelchair accessible. The whole outdoor area is ramped so that every child has independent access to all the activities.

4. Results

» What has improved as a result of this activity?

  • The inclusive ethos of the Nursery centre
  • Staff skills and awareness
  • Parental views on difference and its impact on inclusion
  • Supported transition to primary school
» Variables that have facilitated or hindered the success of the activity

  • Strong, committed leadership
  • Involvement of teachers, pupils and parents
  • Teamwork
  • Learning through experience
  • Flexibility and adaptability of staff members
  • Whole-setting ethos of inclusive early years practice