Exploring the inclusion of children with special educational needs (SEND) to mainstream preschool settings: a good practice case study.

Dove, Emma Elizabeth (2023). Exploring the inclusion of children with special educational needs (SEND) to mainstream preschool settings: a good practice case study. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

The numbers of children with special educational needs and disabilities (SEND) and an Education, Health and Care Plan (EHCP) in English nursery schools, continues to rise year on year (National Statistics, 2021). Inclusive educational practice is the espoused approach of support for children with SEND within policy (DfE & DoH, 2015). Factors which are known to support effective inclusion for children with SEND in the early years (EY) include practitioner attitudes and beliefs. For instance, practitioner views can shape the ethos of inclusion and inclusive policy within the setting, as well as the approaches to practice (Harwood, 2009; Ross-Watt, 2010; Thornton & Underwood, 2013). In recent years, theories have been developed based on practitioner views which aim to explain how effective inclusive practices in early childhood education can be achieved (Bartolo et al., 2019; Bryant, 2018).

A mixed methods, single case study design was employed to explain the practice and views of EY practitioners in a setting which was identified as an exemplar of good inclusive practice for children with SEND. The findings from the current research support the existing evidence base for inclusive early childhood education (IECE) in English speaking countries and are closely aligned to the adapted ecosystems model of IECE (Bartolo et al., 2019). For example, the findings highlighted the importance of collaboration and communication between a range of professionals and parents; the importance of professional development; inconsistencies in the inclusive practices of settings in the region; and the impact of resources including people and funding. In addition, practitioners held mixed beliefs about SEND and inclusion and they perceived some children’s needs as more challenging than others; namely safety concerns related to health and behaviour. The findings also revealed that practitioner morale and the recognition of a job well done was a perceived facilitator of inclusion. Finally, it was found that inclusive practice and practitioner views were closely aligned.

Implications for Educational Psychologists (EPs) regarding professional development, service involvements and availability to EY settings, and supporting positive views and experience of inclusion across EY settings were also discussed.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):