By Chris Dukes
This primary ebook within the arms on publications sequence offers step by step guideline on find out how to make your pre-school atmosphere inclusive, and gives plenty of beneficial reproducible assets, checklists, and useful actions. matters lined contain: suggestion on inclusive environments, play and making plans to satisfy person wishes in zero – three and starting place level settings; assurance of present laws, resembling the incapacity Discrimination Act (DDA) and what it capacity for the pre-school practitioner; quick-reference fabrics, for making plans and auditing any early years environment; and a CD Rom with templates that may be personalized to suit you.
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Additional info for A Practical Guide to Pre-school Inclusion (Hands on Guides)
Handrails can be relatively inexpensive yet make a huge difference for some children. Hands-on activity As a team or in small groups go to your outside area without children. Look at the area through the eyes of a child with walking difficulties. What do you see? How can you improve the area to suit this child? Activities outdoors should always be carefully planned and viewed as an extension of the indoors. QXD 3/10/06 6:38 pm Page 33 Ideas to try Playing out Regularly clear garden debris. Check sand daily and change regularly Think about including a sensory garden full of smelling plants and herbs Gardens should always be well maintained and checked for suitability of planting Create a ‘listening walk’ with wind chimes, bells and dried leaves or gravel path Shaded areas should always be available Clear, even pathways with changes in level visible and marked Handrails, ramps and slopes are always useful as well as supporting play Outdoor toys should be regularly checked and maintained, especially wheeled vehicles Benche s or blanke ts plac ed in quie t place s A Practical Guide to Pre-school Inclusion.
Brian Brian is a three-year-old boy who uses a walking frame to aid mobility. He loves to access all areas of the pre-school and is particularly keen on playing outdoors. Sarah Sarah is a two-year-old child who attends your setting. She has a visual impairment. Her condition may get worse. Sarah loves books and story times. Priya Priya finds it very hard to sit still; she is constantly on the move and has little sense of any danger. Priya has a habit of getting out of the room and playground. Simon Simon has allergies to some foods and various outdoor plants.
Step 2 What is your role? Reflect on what kind of play partner you are and consider the ideas suggested to help you develop your practice. Step 3 Ideas to try Look at the diagrams to audit the activity areas and equipment in your setting. Use either the blank diagram sheet (page 40) or the ‘Taking stock’ and ‘Inclusion plan’ sheets (pages 66 and 67) to help you plan and improve these areas. QXD 3/10/06 6:44 pm Page 46 A PRACTICAL GUIDE TO PRE-SCHOOL INCLUSION Books and the book corner Why? Through looking at books together children learn about themselves, the world around them and each other.