Description
Book SynopsisFollowing on from the phenomenal success of the Peter Lang publication ‘Autism from the Inside Out’, ‘Leading inclusion from the Inside Out’ is the first book to focus on providing Irish parents, early childhood teachers in early learning and care, primary and special school settings with practical and effective strategies for supporting the inclusion of all children at this critical phase of their education journey. With a foreword by Prof Seamus Hegarty, University of Warwick/University College Dublin, and emerging from the experiences of the authors during the delivery and evaluation of the multi-award winning Leadership for INClusion in the Early Years (LINC) Programme, the book is located in contemporary research on inclusion. The volume is presented in three interconnected sections focused on placing the child at the centre of a bioecological framework; realising inclusive pedagogy and cultivating effective
leadership for including all children.
Believing that language is a significant contributor to progressing an education system where all children are valued equally, the authors have directed specific attention to the use of terminology that communicates a philosophy of universality, within which difference and diversity are embedded, rather than disability and uniformity. In essence, the publication looks towards a new era, where leading inclusion from the inside out progresses to leading early childhood education from the inside out and advocating for inclusion is relegated to history.
Table of ContentsCONTENTS:Foreword – Glossary of Terms – Terminology – Emer Ring: Introduction – Introduction: Looking Towards a New Era of Leading Education for All from the Inside Out: The Potential of a Bioecological Lens in Creating Early Childhood Experiences Where Diversity Becomes the Norm – Emer Ring/Paula Harte/Maurice Harmon: The Child at the Centre – Making Children’s Right to Participate Visible and Children’s Voices Distinct in the Acoustic of Early Childhood Education – Marie Doherty: Children from Birth to 3 Years: Valuing and Supporting Our Earliest Learners, as They Begin Their Educational Journey – Marie Ryan: Interactions Drive Development: What Does This Actually Mean for Practice? – Anna Barr/Paula Hilliard: Realising Inclusive Culture, Pedagogy and Practice – Realising and Building Partnership with Parents and Families – Shirley Heaney/Sarah Feeney: Wellbeing as Central to Including All Children in the Early Years – Lisha O’Sullivan: Play as a Pedagogy for All Children – Sarah Kelleher/Edel Fenlon: Making the Environment the Third Teacher – Sharon Skehill: Leadership for Including All Children – Leadership in the Early Learning and Care Setting – Ann Donnellan/Margaret Joyce/Rachael Ryan: Leading and Implementing Whole-Setting and Individual Planning – Patricia M. Daly: Assessed Needs as Signposts for Learning and Development – Notes on Contributors.
