By Mary Dickins
The key subject matters in inclusion are explored via an A - Z technique masking key recommendations, theories / theorists, and figures.
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Additional info for A - Z of Inclusion in Early Childhood
Asperger tended to describe children who were more able, whilst Kanner described children who were more severely affected. This distinction is still made today with children at the less severe end of the spectrum commonly referred to as having Asperger’s syndrome. Children with ASDs are affected in a huge variety of ways and to very different degrees, hence the term autistic ‘spectrum’. Autism can affect children with any level of intellectual ability, from those who are profoundly learning disabled to those with average or high intelligence.
Primary schools in particular are almost entirely staffed by women and, while some white women teachers achieve excellent results with Black boys, it would be remarkable if all white women teachers were free from the racial stereotypes that permeate this society about Black men. Drifte (2004: 23) points out that a negative judgement about a child usually has a negative consequence for them: The child we negatively categorised because they came from a different area or background from ourselves may have been unfairly judged as ‘typical of somebody from that estate’.
There is no doubt that negative attitudes to difference are the single biggest barrier to successful inclusive education and indeed history has shown that they can underpin and influence social policy on a much wider scale (Rieser and Mason 1992; Vaughan and Thomas 2004). In addition a negative attitude towards individual or groups of children can be damaging in terms of their social and emotional development. Attitude can also positively or negatively influence all outcomes for children. Siraj-Blatchford and Clarke (2000: 3) argue: ‘The way children feel about themselves is not innate or inherited – it is learned’.
A - Z of Inclusion in Early Childhood by Mary Dickins