A - Z of Inclusion in Early Childhood - download pdf or read online

By Mary Dickins

ISBN-10: 0335246796

ISBN-13: 9780335246793

The key issues in inclusion are explored via an A - Z technique masking key suggestions, theories / theorists, and figures.

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And Taggart, B. (2004) Effective Provision of Pre-school Education (EPPE) Project: Final Report. London: DfES. , Florian, L. and Rose, R. (1998) Promoting Inclusive Practice. London: Routledge. UNICEF (1989) United Nations Convention on the Rights of the Child. org/crc/ (accessed 16 March 2013). Warnock, M. (2005) Special Educational Needs: A New Look. London: Philosophy of Education Society of Great Britain. A Anti-discriminatory practice Assessment Attitude Autistic spectrum disorder Anti-discriminatory practice Anti-discriminatory practice, sometimes known as anti-bias practice, is a proactive approach to working with young children that promotes the valuing of diversity and difference (Brown 1998; Derman-Sparks 1989).

2004) Effective Provision of Pre-school Education (EPPE) Project: Final Report. London: DfES. , Florian, L. and Rose, R. (1998) Promoting Inclusive Practice. London: Routledge. UNICEF (1989) United Nations Convention on the Rights of the Child. org/crc/ (accessed 16 March 2013). Warnock, M. (2005) Special Educational Needs: A New Look. London: Philosophy of Education Society of Great Britain. A Anti-discriminatory practice Assessment Attitude Autistic spectrum disorder Anti-discriminatory practice Anti-discriminatory practice, sometimes known as anti-bias practice, is a proactive approach to working with young children that promotes the valuing of diversity and difference (Brown 1998; Derman-Sparks 1989).

Summative assessment usually takes the form of a formal process such as the Foundation Stage Profile which is used to assess children’s progress and development in terms of set goals and targets. Pollard (2002: 10) compares formative and summative assessment and explores some underlying challenges: The basic difference in purpose produces serious tensions between these two forms of assessment – for instance, comparison versus support, product versus process, government versus professional control.

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A - Z of Inclusion in Early Childhood by Mary Dickins


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