Rights, inclusion and citizenship: a good news story about learning in the early years

McAnelly, Kate; Gaffney, Michael

doi:10.1080/13603116.2019.1629123

Cited by 10 publications

(9 citation statements)

References 26 publications

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“…This shows how much the international communities have emphasized early childhood programs. In many works of literature on early childhood programs, there is the accessibility of early childhood programs for all children regardless of any differences but their main challenge is bringing the highest quality inclusive early childhood program (Ginner Hau et al, 2020;Majoko, 2017;McAnelly & Gaffney, 2019). By contrast, in developing countries of which Ethiopia is one, children are experiencing poor conditions early in life which can have lasting negative consequences in adulthood and throughout a child's life (Black et al, 2016;Admas, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The ECE centers also had their share in the exclusion of children with disabilities from attending ECE. However, scholars, educators, and policymakers directing that inclusive practices should be taken as usual and central instead of extra or optional (McAnelly & Gaffney, 2019), the ECE centers denied accepting children with disabilities because they lack trained personnel to care for and respond to their needs.…”

Section: Discussionmentioning

confidence: 99%

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Exclusion of children with disabilities from early childhood education: Including approaches of social exclusion

Hirpa

2021

Cogent Education

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Including all children in all educational settings is mandatory to realize the outcome of inclusion. But, there is a denial of enrolment from early childhood settings for children with disabilities. This study explored the exclusion of children with disabilities from early childhood education (ECE) systems in Ambo, Ethiopia. To reach the proposed objective, 13 interviews were conducted with parents of children with disabilities, and focus group discussions (FGD) were conducted with early childhood directors. The study focused on the exclusion and the factors of the exclusion and examining this exclusion through social exclusion perspective. Thematic content analysis was applied to analyze the results. Results of this study revealed that parents, the ECE centers, and government bodies were involved in the exclusion process. Socio-cultural barriers, absences of early identification, scarcity of resources, and reluctances of government were factors for the exclusion of children with disability from ECE. The exploration of this exclusion in social exclusion perspectives points to parents, ECE centers, and the government as agents of exclusion. Whereas those factors for exclusion were identified as causal dimensions allowing social exclusion. This implies the exclusionary phenomenon has the concept of social exclusion which needs numerous interventions.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Exclusion of children with disabilities from early childhood education: Including approaches of social exclusion

Hirpa

2021

Cogent Education

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“…Inclusion is associated with diversity (Burner, Nodeland, and Aamaas 2018;Devarakonda and Powlay 2016;Loreman, Deppeler, and Harvey 2005), equity (Goodwin 2012;Shaeffer 2019), equality (Eklund et al 2012;Lundahl 2016), citizenship (McAnelly andGaffney 2019;Nutbrown and Clough 2009), and the universal right to sufficient and adapted education (Gran 2017;McAnelly and Gaffney 2019). In pedagogy and special pedagogy, the concept has been defined as a student's belonging to a professional, social and cultural community, and inclusion also concerns participation quality, democratisation, and dividends in education (Solli 2010).…”

Section: Sorting Out the Ideasmentioning

confidence: 99%

Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective

Rapp

Granados

2021

International Journal of Inclusive Education

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The meaning of the term 'inclusion' is often taken for granted and seldom defined. Empirical research on inclusive education is often normative since it is based on terms such as 'justice' and 'democracy'. Such terms are challenging to translate into real practice because their meanings depend on a subjective evaluation related to the time and place where inclusion is supposed to happen. Inclusive education, therefore, is challenging to explore in research and to achieve in educational situations. This article explores the understanding of inclusive education through the lens of social system theory developed by Niklas Luhmann as well as theory of institutionalism. With the perspectives underlying mechanisms that create inclusion and exclusion in schools are identified at different institutional levels. Furthermore it is shown how subsystems include and exclude, i.e. what criteria apply to the access and rejection of a system. In this theoretical contribution to understanding inclusive education, we seek to intertwine Luhmann's theory of inclusion and exclusion with the institutional theory of the social construction of reality to discuss how policy, management, teaching, student relationships, and everything within the context of education that involves communication can create institutionalised systems with mechanisms that form persistent exclusion for some students.

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“…Inclusion is not a "place" but a culture that we create when practices are based on rights, inclusive belonging, and contribution (McAnelly & Gaffney, 2019). Early childhood education settings in particular have witnessed an increase in inclusive practices over the past several decades.…”

Section: Inclusive Programming In Early Childhoodmentioning

confidence: 99%

“…Step 4: Generalize Skill Beyond the Group Teaching should not be limited just to the small-group setting. The group is an isolated unit that can provide a structured environment to teach the skill to students with disabilities, but inclusive practices by design aim to increase participation of students with disabilities in the same environments as typically developing peers (McAnelly & Gaffney, 2019). Thus, students should be monitored outside of the group setting when they are engaged with the class at large.…”

Section: Tier 2: Small-group Instructionmentioning

confidence: 99%

A Tiered Approach to Implementing Universal Symbols for Entering Inclusive Early Childhood Playgroups

Hampshire

Mallory

2020

TEACHING Exceptional Children

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Rights, inclusion and citizenship: a good news story about learning in the early years

Cited by 10 publications

References 26 publications

Exclusion of children with disabilities from early childhood education: Including approaches of social exclusion

Exclusion of children with disabilities from early childhood education: Including approaches of social exclusion

Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective

A Tiered Approach to Implementing Universal Symbols for Entering Inclusive Early Childhood Playgroups

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