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Inclusive Early Childhood Education: Literature Review.Pdf Inclusive Early Childhood Education Literature Review EUROPEAN AGENCY for Special Needs and Inclusive Education INCLUSIVE EARLY CHILDHOOD EDUCATION Literature Review European Agency for Special Needs and Inclusive Education The European Agency for Special Needs and Inclusive Education (the Agency) is an independent and self-governing organisation. The Agency is co-funded by the ministries of education in its member countries and by the European Commission, and supported by the European Parliament. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. The views expressed by any individual in this document do not necessarily represent the official views of the Agency, its member countries or the Commission. Editors: Flora Bellour, Paul Bartolo and Mary Kyriazopoulou, Agency Staff Extracts from the document are permitted provided that a clear reference to the source is given. This report should be referenced as follows: European Agency for Special Needs and Inclusive Education, 2017. Inclusive Early Childhood Education: Literature Review. (F. Bellour, P. Bartolo and M. Kyriazopoulou, eds.). Odense, Denmark With a view to greater accessibility, this report is available in accessible electronic format on the Agency’s website: www.european-agency.org ISBN: 978-87-7110-630-5 (Electronic) ISBN: 978-87-7110-637-4 (Printed) © European Agency for Special Needs and Inclusive Education 2017 Secretariat Brussels Office Østre Stationsvej 33 Rue Montoyer, 21 DK-5000 Odense C Denmark BE-1000 Brussels Belgium Tel: +45 64 41 00 20 Tel: +32 2 213 62 80 [email protected] [email protected] www.european-agency.org 2 Inclusive Early Childhood Education CONTENTS LIST OF ABBREVIATIONS ........................................................................................................ 5 EXECUTIVE SUMMARY ........................................................................................................... 7 1. INTRODUCTION .................................................................................................................. 9 2. DEFINITION OF EARLY CHILDHOOD EDUCATION AND CARE, PRE-PRIMARY EDUCATION, AT-RISK CHILDREN AND/OR CHILDREN WITH SEN ....................................... 10 3. INTERNATIONAL CONCERNS ABOUT EARLY CHILDHOOD EDUCATION AND CARE ....... 13 3.1. Addressing the needs of disadvantaged children through ECEC .................................. 17 3.2. ECEC at the European level ........................................................................................... 19 3.3. Key facts about ECEC at the European level ................................................................. 23 4. WIDE-RANGING BENEFITS OF PRE-PRIMARY EDUCATION............................................. 26 4.1. Relevant areas of study related to inclusion in early years .......................................... 29 5. THE PROPOSAL FOR KEY PRINCIPLES OF A QUALITY FRAMEWORK FOR ECEC ............. 31 5.1. Quality in ECEC .............................................................................................................. 31 5.2. Assessing quality in ECEC............................................................................................... 32 5.3. Putting the child at the centre ...................................................................................... 33 6. SECTION A: ACCESS, TRANSITION, INTERVENTION AND ACCOMMODATIONS............. 34 6.1. Access ............................................................................................................................ 34 6.2. Formative assessment of children................................................................................. 35 6.2.1. Portfolios................................................................................................................. 36 6.3. Early detection or first assessment procedures ............................................................ 37 6.3.1. Early identification of children at risk of SEN ......................................................... 40 6.3.2. Alternative assessment and transition processes .................................................. 41 6.3.3. Health, mental health and behavioural challenges ............................................... 42 6.3.4. Children from ethnic minorities and Roma and Irish Traveller children................. 43 6.3.5. Low-income families and poverty........................................................................... 45 6.3.6. Children with disabilities and multiple disabilities ................................................. 46 6.4. Accommodations and follow-ups .................................................................................. 47 6.4.1. Social dimensions of inclusion and exclusion ......................................................... 51 7. SECTION B: THE WORKFORCE.......................................................................................... 52 7.1. Learning from inclusive theory and practice ................................................................. 53 7.1.1. The importance of lifelong learning for staff ......................................................... 55 7.1.2. Learning at school and in the classroom ................................................................ 55 7.2. Implementing strategies for all learners ....................................................................... 56 Literature Review 3 7.3. Collaboration with external professionals and families ................................................ 56 7.3.1. Families’ participation ............................................................................................ 57 7.3.2. Professionals for inclusion ...................................................................................... 59 7.4. The role of teaching assistants and specialist staff ....................................................... 60 8. SECTION C: CURRICULUM/CONTENT .............................................................................. 61 8.1. Pedagogy and curriculum focus .................................................................................... 61 8.2. Relationships with peers ............................................................................................... 62 8.3. The importance of play in early childhood development ............................................. 64 8.4. Resources for children with SEN that are useful in inclusive settings .......................... 65 8.4.1. Buddy skills package ............................................................................................... 65 8.4.2. Reinforcement strategies ....................................................................................... 65 8.4.3. Adaptation of planned activities ............................................................................ 65 8.4.4. Assistive technology ............................................................................................... 65 8.4.5. Use of pictograms................................................................................................... 66 8.4.6. Circle of friends ....................................................................................................... 66 9. SECTION D. GOVERNANCE AND FUNDING...................................................................... 67 9.1. ECEC policies .................................................................................................................. 68 9.2. Services and funding...................................................................................................... 68 9.3. Affordability of ECEC and pre-primary settings............................................................. 69 9.4. Governance.................................................................................................................... 69 10. SECTION E: MONITORING AND EVALUATION............................................................... 70 11. CONCLUSION .................................................................................................................. 72 REFERENCES ......................................................................................................................... 73 4 Inclusive Early Childhood Education LIST OF ABBREVIATIONS Abbreviation Full version AAC: Augmentative and alternative communication CSR: Cognitive self-regulation ECCE: Early Childhood Care and Education ECE: Early Childhood Education ECEC: Early Childhood Education and Care EFA: Education for All EPPE: Effective Provision of Pre-School Education ET 2020: Education and Training 2020 EU: European Union HECDI: Holistic Early Childhood Development Index IECE: Inclusive Early Childhood Education IEP: Individual Education Plan ISCED: International Standard Classification of Education NGO: Non-governmental organisation OECD: Organisation for Economic Co-operation and Development PIRLS: Progress in International Reading Literacy Study PISA: Programme for International Student Assessment PVI: Private, voluntary and independent SABER: Systems Approach for Better Education Results SEN: Special educational needs UK: United Kingdom UN: United Nations UNCRC: United Nations Convention on the Rights of the Child UNESCO: United Nations Educational, Scientific and Cultural Organization UNESCO-IBE:
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