An introduction to early childhood : a multidisciplinary by Tim Waller

By Tim Waller

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It follows that there must be a compelling argument behind this radical approach if one is to answer the second of the above questions. Why do we need inclusion? Again the CSIE (2000) answers this in a succinct and direct way, ‘Because children – whatever their disability or learning difficulty – have a part to play in society after school, an early start in mainstream playgroups or nursery schools, followed by education in ordinary schools and colleges is the best preparation for an integrated life’ (CSIE, 2000: 2).

It indicated that this should be undertaken in mainstream schools wherever possible. It is important to note that, at this time, disability was firmly categorized into medical subgroups and that the remit of education was to treat rather than educate. Subsequent reports such as that by the Warnock Committee (1978) highlighted the principle of integrating children with disabilities and developed the process of obtaining a statement of special educational need. In effect, a contract between pupil and educational provider based on careful assessment.

It can only be controlled, and only controlled with difficulty. UNDERSTANDING AND RECOGNIZING EMOTIONAL ABUSE It is often difficult to define emotional abuse but there are two important aspects. First, emotional abuse consists of both acts of commission, for example, verbal abuse, and acts of omission, for example, refusal to praise or encourage a child. Second, there is a misuse of power; parents and other carers exploit their power over the child to actively abuse or fail to use their power so neglect the child’s emotional needs.

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