Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis.

Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children with complex SEN or disabilities. This study makes a novel contribution by drawing on data compiled from a one-year ethnographic study which addressed the in-service learning experiences of seven teaching staff members that work inclusively. The participants included 2 classroom teachers, 1 SENCo (Special Educational Needs Coordinator), and 4 teaching assistants from a preschool class that teaches 92 children between the ages of 3 and 4, located in a primary school in England. We explore what professional learning means for the participants’ role, which professional learning opportunities are meaningful to them, and under which circumstances had been offered. This study not only does consider their opportunities for professional development on the job but also outside of work. The data were collected through semi-structured interviews, artifact analysis, and ongoing participant observation over one academic year. Data were analysed using interpretative phenomenological analysis (IPA). The results demonstrate that this case study offers a unique perspective of a microsystem that could be at risk due to a lack of awareness by leaders and administration. The study is divided into four themes that directly impact inclusive professional service-development practices: (1) challenges posed to continuous professional development by differing professional roles, (2) motives for in-service training: combining career, school, and authorities’ interests, (3) promotion of meaningful professional development experiences by school, and (4) self-determined classroom motivated by respect and recognition.Partial funding for open access charge: Universidad de Málag

Hippotherapy as early intervention for children with special needs : a study based on case studies of Spanish children with rare congenital disorders

This project is designed to provide mental health professionals, educators and others, with current information on how horses can be used in therapy for rare congenital disorders. This information is used to define the theoretical basis of my thesis and to justify the hypothesis. Purpose: Compile a literature review to further knowledge on the main characteristics of the syndromes of the two children in this study, diagnosed by rare genetic disorders, such as Robertsonian translocation 45, XY, t(13q, 14q) and unbalanced translocation (partial trisomy 11 and monosomy 4). Describe and explore holistic hippotherapy in children with these particular characteristics. Method: The study focused on several exploratory case studies describing results of individual intervention with hippotherapy. Using a non random proposal sample of 2 children diagnosed with rare congenital disorders (atypical syndromes), aged 2-5 years. As a holistic study, the information was completed with the experiences of parents and psychologists (8 informants). Data were collected in face-to-face interviews with the mothers and psychologists, observation of the children using observation development scales (Battelle and Portage Guide to Early Intervention and Observation Assessment Scale) and text analysis (child’s medical history and literature review). This will be accomplished with pre-test measurements, implementing the program and replicating the same tests several times. Results: Both children have a positive development in a holistic way related with the therapeutic programme. Conclusion: This study confirms the findings of other similar studies on the advantages of the use of hippotherapy in children with similar characteristics. The extensive information collected in this study offers the possibility of future replication with specific cases in controlled studies

The professional development of early years educators when promoting inclusive teaching practices for children with SEN: Two european exploratory case studies in primary schools

Inclusive educational programmes in early childhood education are shown to have a positive impact upon the development of the child, yet there are no studies focusing on how inclusive teaching practices are implemented, maintained and developed on a day-to-day basis. Considering inclusion as a holistic process, in which several interrelated factors are implicated, this study identifies educators’ learning on pathways towards developing inclusion. This research is unique identifying, through two European case studies, the elements that influence the professional roles of nursery staff, their development and organisational learning. Sociological theories have been integrated innovatively. Levels of inclusion within the schools are described, and interactions mapped, using a bioecological framework. Symbolic Interactionism is used to explore “person” and “microsystem” levels whilst organisational theories are employed to highlight the professional learning experienced by nursery staff through types of learning (formal, informal and non-formal) and organisational learning analysis (single , double and triple loops of learning). This research was conducted, in two early years schools (one in England and one in Spain). Qualitative data was collected through unstructured interviews, observation and document analysis. Thus presenting at first-hand voices of early years educators and community learning processes. The English case study reveals a framework of elements of inclusive practice, identified as triple loop of learning when professional development resulted in organisational learning. The Spanish case study shows how a lack of essential elements such as communication, responsibility and a non-permeable system and resource management policies meant the system being unable to meet children’s educational needs The elements that influence the roles and professional development inside or outside classroom of nursery staff and organisational learning when implementing inclusive teaching practice for children with SEN are participation at every level, characterised by key factors such as empowerment, communication and collective responsibilit

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

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

The forgotten ECEC staff working with birth-to-3-year-olds: The imbalances between the workforce policies and ECEC staff employment conditions in Spain

In response to an international focus on Early Childhood Education and Care (ECEC), Spanish scholars have recently started to explore the participation of early years practitioners in their educational organisations and their views on working conditions. However, a comprehensive review of the current challenges experienced by the Under 3 s early years educators and the examination of the imbalances in workforce policy and working conditions on literature, has thus far not been conducted. Three themes are identified related to the professional developmental path within the school settings that the Spanish ECEC educators follow. The first relates to the educators’ initial ECEC education and training, who the staff caring for this age group are, and how prepared they are. The second is linked to the ECEC programs available for children from birth until they reach three years, and how and where the inclusive programs are delivered to this age group, as well as the early years educators’ working conditions and the impact of the professional roles. Whereas the third relates to in-service professional development derived from interaction and collective learning. The article concludes with suggestions on how the practitioners’ professional development could operationalise policy requirements in order to achieve more inclusive and child-centred learning

The forgotten ECEC staff working with birth-to-3-year-olds: The imbalances between the workforce policies and ECEC staff employment conditions in Spain

In response to an international focus on Early Childhood Education and Care (ECEC), Spanish scholars have recently started to explore the participation of early years practitioners in their educational organisations and their views on working conditions. However, a comprehensive review of the current challenges experienced by the Under 3 s early years educators and the examination of the imbalances in workforce policy and working conditions on literature, has thus far not been conducted. Three themes are identified related to the professional developmental path within the school settings that the Spanish ECEC educators follow. The first relates to the educators’ initial ECEC education and training, who the staff caring for this age group are, and how prepared they are. The second is linked to the ECEC programs available for children from birth until they reach three years, and how and where the inclusive programs are delivered to this age group, as well as the early years educators’ working conditions and the impact of the professional roles. Whereas the third relates to in-service professional development derived from interaction and collective learning. The article concludes with suggestions on how the practitioners’ professional development could operationalise policy requirements in order to achieve more inclusive and child-centred learning

Can all children flourish in Nordic communities? A study of how elementary school children perceive their well-being

Few Nordic studies put children’s experiences of social inequality at their centre. This article explores the children’s perceptions of their education and well-being within two Nordic cities. The participants in this cross-national comparative qualitative study are children living in polarised urban metropolitan areas in Norway and Sweden. Our analysis is based on 27 group interviews with 91 boys and girls between the ages of 9-10 and 11-12. Theoretical inspiration is found in the term ‘to flourish’ as utilised by Erik Olin Wright and Erik Allardt’s theory for operationalising well-being from a childhood welfare perspective. The researchers interviewed the children regarding a) belongings and resources (having) b) interests and connections to their surroundings (what they love), c) how they experience their role in their environment and d) in their educational system (being). The findings reveal that even though the Nordic education systems attempt to ensure educational equity, the children in this study indicate a lack of communication between educational communities within and between schools, disparities in available resources, and great differences in what the school communities require from them. The findings show that pupils of lower SES families are excluded, and many show resilience; those children living in upper socio-economic status (SES) areas are given the opportunity to adapt more to the system’s requests without a system that adapts to their needs. Nordic cities still provide unequal childhoods for all children, which has both immediate and long-term impacts on their lives. The study shows how the Nordic educational systems produce competitive systems and school segregation that cannot compensate for inequality and offer well-being and the possibility for all of their students to live flourishing lives