1. FOUNDATION DEGREE VALUES AND DIVERSITY INCLUSION Lecturer: Laura Griffiths

2. LESSON AIM: The aim of today's lesson is to discuss inclusion, how to be truly inclusive and the barriers to inclusion.

3. LESSON OBJECTIVES: By the end of this lesson you should be able to…. Discuss the importance of an inclusive environment Explain inclusion barriers and how to overcome them

5. INCLUSION: Define the term inclusion………….. “Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging” (Griffin, 2008)

6. INCLUSION: According to the Welsh Assembly Government (2006 p.19) “Inclusion is a process through which all pupils access common opportunities in ways relevant to their needs and they fully belong to the school community. Inclusion requires the active involvement of all concerned. It places the onus on schools to adapt their organisation and their ways of responding to meet the needs of all children and young people and to value their development in all areas of school life. In particular, inclusion of pupils involves much more than the placement of a child or young person in a mainstream or a special school. It requires an inclusive curriculum and measures to improve the awareness of teaching and other staff of inclusive learning and equality issues”.

7. INCLUSION: What do you think a setting has to do in order to achieve what has been set by the Welsh Government?  Set and follow effective policies and procedures  Identify barriers that may be effecting inclusion  Understand how the barriers have arisen and what is influencing them  Take action to change what is having a negative effect upon inclusion

8. BARRIERS TO INCLUSION Identify what you think could be a barrier to inclusion.  Discrepancies with polices / procedures  The resources that are available  The working practices of the settings' practitioners  The attitudes of the practitioners  The attitudes of the parents

9. BARRIERS TO INCLUSION: WHAT IT LOOKS LIKE IN PRACTICE The little Treasures Preschool decided to introduce a policy that it would not accept children who still wear nappies. This has had the result of excluding some children, who needed to still wear nappies longer than most children do because of either physical impairments or learning difficulties. The Olympian Sports Club required all young people using its facilities to wear clothes and equipment bought form a particular retailer. This meant that young people form low income groups were not able to join because they could not afford the kit. The Daisy Chain Nursery used resources like dolls, books, cooking utensils in the home play area and dressing up clothes which only reflected a white Western European culture. Children and families from ethnic minority groups did not feel they belonged or were welcome at the Nursery.

10. BARRIERS TO INCLUSION: WHAT IT LOOKS LIKE IN PRACTICE Sutton Hall School for Girls provided one communal changing room for game lessons. Muslim families, who visited the school, when considering a place for their daughters, felt that this was inappropriate and would not protect their daughter’s dignity and modesty. The St Mary’s School only celebrated Christian festivals and only served traditional British food. Families from non-Christian religions and minority ethnic groups did not feel the school was the place for their children.

11. CREATING AN INCLUSIVE ENVIRONMENT Are we truly inclusive? Does inclusion mean different things to different people? “When you think about providing an inclusive environment for all children, begin by thinking about what it would be like to be a child in your setting for the first time and looking around it” (Griffin, 2008 p. 113)

13. INCLUSION “The visual impact of the environment is important because the absence of inclusive signals can make children feel insecure and uncomfortable”. (Griffin, 2008 p. 113) If children feel their presence is not welcome this can impact upon…  Their readiness to learn  Undermine their self-confidence and self-esteem  Ability to succeed  Generally make them feel excluded

14. REFERENCES:  Griffin, S. (2008) Inclusion, Equality and Diversity in Working with Children. Essex: Heinemann.  Welsh Assembly Government. (2006) Inclusion and Pupil Support. [Online] Accessed 25 th September 2015. Available at: http://gov.wales/dcells/publications/publications/circularsindex/2006/inclusionandp upilsupport/inclusionpupilsupport-e.pdf?lang=en# http://gov.wales/dcells/publications/publications/circularsindex/2006/inclusionandp upilsupport/inclusionpupilsupport-e.pdf?lang=en#