A REFLECTIVE REPORT ON HOW ABLE, GIFTED AND TALENTED CHILDREN ARE INCLUDED IN EARLY YEARS SETTINGS. ASSESSMENT “B”
MODULE TITLE :
INCLUSIVE PRACTICE IN THE EARLY YEARS
WORD COUNT :
A reflective paper on how Able, Gifted and Talented children are included in Early Years settings”.
In November 2012, the Department for Education (DfE) stated that schools should be providing “challenging and stretching educational opportunities for all pupils, including the most academically able.” As part of the requirements for the Inclusive Practice Module, it was decided to produce an information leaflet for parents, regarding the provision for Able, Gifted and Talented(A,G&T) pupils, in setting. The aim was to provide parents with information on the provision available for this cohort. This report will be drawing on legislation and will examine the importance of successful provision and the impact that it has on this specific group of children, as well as the implications of failing to provide successful provision. Importance and Impact of Successful Provision
The DCSF (2008) defines G&T learners as “children and young people with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop these abilities)”. A successful school will be one who has embedded learning for AG&T pupils in their daily teaching. Jones (2004 p13) tells us that “an inclusive education system regards diversity as ordinary”, therefore, successful differentiated provision for this cohort is essential if schools are going to be considered as being fully inclusive. Naturally, in every lesson, a teacher differentiates in order to ensure that each child reaches their full potential. However, with A,G&T children, there is a need to structure deliverance of these lessons in a slightly different manner. Implications of failure to provide successful provision
It has been observed by Montgomery (2001) that...
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