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Inclusive Practice in Early Years 1 Inclusive Practice in Early Years Student Name Course Name Instructor Name University Affiliation State, City Date

Inclusive Practice in Early Years 2 Diversity and inclusiveness are important components of early childhood education. How the adults around young children behave significantly impacts the perspectives those youngsters form on different types of people. The inclusion of information is required. Children are entitled to certain things in this domain, and adults and institutions have legal and moral duties toward them (Francisco, et al., 2020). For people to live up to those duties, we must first investigate our own beliefs, attitudes, and presumptions regarding difference and diversity. Effective early childhood educators know that establishing an inclusive learning environment that caters to a wide variety of qualities and requirements may be demanding and overbearing, with outcomes that are sometimes restricted or unimpressive. This is because of the nature of the diversity that must be accommodated. To help children overcome these obstacles, people must be aware that such barriers may not always be presented in a visible or immediately recognizable way (Ainscow, 2020). This is particularly so of barriers of a subconscious and an attitude-based nature. It is essential that we be able to analyze our feelings and attitudes in a way that is sensitive, honest, and open if we are to prevent future generations of children from being subjected to prejudice and inequity, both of which can contribute to underachievement. Inclusion involves valuing all persons and appreciating their unique traits, qualities and ways of being. The rights of children are at the heart of any inclusive practice. Regardless of where they live, every child has the same fundamental human rights outlined in the United Nations Convention on the Rights of the Children (1989) (Pérez, 2023). This includes the right to bodily and mental health, protection from environmental factors that might stunt growth, and the opportunity to participate in community activities. The Convention safeguards these rights by establishing minimal requirements for states to satisfy in providing children with access to medical care, education, and legal and social assistance. Our culture, rules, and procedures must

Inclusive Practice in Early Years 3 evolve to incorporate all students, catering to their specific needs. We can all do our part to guarantee inclusivity by actively working to eliminate characteristics like negativity, discrimination, and stereotyping that impede it. Collaboration, positivity, and clarity are not individual achievements but results from a concerted team effort (Turner, 2019). Childcare facilities and educational institutions may teach children, parents, and teachers about one another's cultures and backgrounds. Inclusive instruction in the prevalent early years classroom has traditionally focused on providing for children who have special needs, such as autism or physical impairment, as well as children who are considered to be "at risk" or "disadvantaged" due to factors such as their socioeconomic status or their isolation from civilization (Villafuerte & Mosquera, 2020). This concept of inclusive education is expanded upon in Petriwskyj's study, which considers many additional factors, including educational participants' social, cultural, political, language learning trauma-related, and economic histories (Florian, 2019). Teachers are frequently the first people to assume that one of their students has attention deficit hyperactivity disorder (ADHD). This is because teachers spend most of the day with their students and know-how generally normal children behave in educational settings. This entails determining the instructors' degree of knowledge on ADHD and determining the elements that contribute to that level of expertise. The American Psychiatric Association (APA) published the DSM's fourth edition in 1994. It described three subtypes of ADHD: one that was predominantly inattentive, another that was mainly hyperactive and impulsive, and a third that was a combination form of all three subtypes (Kim, et al., 2019). This version of the DSM also acknowledged that the symptoms of ADHD do not usually disappear when the affected individuals reach adulthood. The percentage of children who are thought to have attention deficit hyperactivity disorder (ADHD) has fluctuated over

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Inclusive Practice in Early Years 4 time, and its symptoms may be measured in several different ways. 1997 saw the completion of the first-ever national survey that addressed parents' questions regarding ADHD (Narad, et al., 2020). Since then, there has been a general tendency toward an increased trajectory in national estimates of ADHD diagnoses reported by parents, as measured by a variety of surveys covering a variety of age groups. It is not feasible to determine whether or not this rise reflects a change in the number of children who have ADHD or a difference in the percentage of children who were diagnosed with the condition. There has been much local and global focus on inclusive education. It stipulates that educational institutions must be able to accommodate students with exceptional needs. According to the theory behind inclusive education, all children and young people should have equal opportunity in all types of schools, regardless of their cultural, socioeconomic, or educational backgrounds (Holton & Nigg, 2020). The agreements that followed the education for all movement brought attention to the fact that specific kid populations are more vulnerable to exclusion or have yet to have the opportunity to engage in learning activities that occur in formal, informal, and non-formal environments. The social, cultural, geographic, and economic contexts in which these kids grow up disadvantage them. Discrimination and exclusion must be eradicated from society at all levels (Fish, 2019). The greatest way to lessen this discrimination may be through education that promotes diversity acceptance and academic learning. Stakeholders should support the inclusive strategy, which aims to detect any obstacles and create regular schools that accommodate students' varied demands.

Inclusive Practice in Early Years 5 References Ainscow, M., 2020. Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), pp.7-16. Fish, R.E., 2019. Standing out and sorting in: Exploring the role of racial composition in racial disparities in special education. American Educational Research Journal, 56(6), pp.2573- 2608. Florian, L., 2019. On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), pp.691-704. Francisco, M.P.B., Hartman, M. and Wang, Y., 2020. Inclusion and special education. Education Sciences, 10(9), p.238. Holton, K.F. and Nigg, J.T., 2020. The association of lifestyle factors and ADHD in children. Journal of attention disorders, 24(11), pp.1511-1520. Hunt, P.F., 2019. Inclusive education as global development policy. The Sage Handbook of Inclusion and Diversity in Education, pp.116-130. Kim, M., King, M.D. and Jennings, J., 2019. ADHD remission, inclusive special education, and socioeconomic disparities. SSM-population health, 8, p.100420. Narad, M.E., Riemersma, J., Wade, S.L., Smith-Paine, J., Morrison, P., Taylor, H.G., Yeates, K.O. and Kurowski, B.G., 2020. Impact of secondary ADHD on long-term outcomes after early childhood traumatic brain injury. The Journal of head trauma rehabilitation, 35(3), p.E271.

Inclusive Practice in Early Years 6 Paseka, A. and Schwab, S., 2020. Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European journal of special needs education, 35(2), pp.254-272. Pérez Cañado, M. L., 2023. Inclusion and diversity in bilingual education: A European comparative study. International Journal of Bilingual Education and Bilingualism, 26(9), 1129-1145. Schuelka, M.J., Artiles, A.J., Thomas, G. and Johnstone, C.J., 2019. The SAGE handbook of inclusion and diversity in education. Spandagou, I., 2021. Inclusive education is another country; developments, obstacles and resistance to inclusive education. International Journal of Inclusive Education, pp.1-15. Stinken-Rösner, L., Rott, L., Hundertmark, S., Baumann, T., Menthe, J., Hoffmann, T., Nehring, A. and Abels, S., 2020. Thinking inclusive science education from two perspectives: Inclusive pedagogy and science education. Research in Subject-matter Teaching and Learning (RISTAL), 3(1), pp.30-45. Turner, M., 2019. Opening eyes onto inclusion and diversity in early childhood education. Opening Eyes onto Inclusion and Diversity. Villafuerte, J. and Mosquera, Y.M., 2020. Teaching English language in Ecuador: A review from the inclusive educational approach. Journal of Arts and Humanities, 9(2), pp.75-90.

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