Resources seen as barriers.
Huang & Diamond (2009) found physical barriers such as unavailable resources and inappropriate environments such as no wheelchair access were seen as an issue. This may be a reason for exclusion of children with disabilities. Purdue (2009) also noted this issue and the battle for funding to gain these resources. Rietveld (2010) specifies that resources must be used in a positive way such as using the resource of ‘mat time’ to model how to interacting with all their peers. This modelling and encouragement would provide an inclusive learning environment for all children. For example when someone says ‘hello’ we say ‘hello back we don’t tease others as it may hurt their feelings’. Having puzzles and books which see …show more content…
It enables the children and their families to feel accepted and welcome. It has been noted that disability is constructed as a social construct, formed by values, beliefs, polices and attitudes. However with various social and governmental polices in place, this discourse becomes challenged. Educators are encouraged to become more inclusive and accepting of all children regardless of a disability. When educators use strategies which foster inclusion it challenges the stratiges which prevent …show more content…
The participants involved should be fully informed in regards to the purpose of the research (Mutch, 2013). Three out of the four articles used in this literature review provide details in regards to how consent was given. The fourth article does not mention if consent was gained before the research took place. Potential issues in this case could be consent had not been given which would result in possible dilemmas for example, confidentially disputes may arise and unhappy parents and staff (Podmore,2006). Issues such as this may be addressed through letters been sent to parents asking for consent to observe their child. Justice, Logan, Lin & Kaderavek (2014) noted at the start of their research 769 children were involved, over the course of the study a few parents chose to withdraw their children. The research still took place without these children. Potential issues in this case would be if the researchers decided not to withdraw these children as it may impact their results. According to our Ethical Guidelines, researchers have a duty of care in regards to their participants (New Zealand Association for Research in Education, 2010). To avoid unnecessary anxiety or any doubts researchers must take active steps to reassure theses doubts or unknown concerns (New Zealand Association for Research in Education, 2010. If parents feel they no longer want their child involved
Huang & Diamond (2009) found physical barriers such as unavailable resources and inappropriate environments such as no wheelchair access were seen as an issue. This may be a reason for exclusion of children with disabilities. Purdue (2009) also noted this issue and the battle for funding to gain these resources. Rietveld (2010) specifies that resources must be used in a positive way such as using the resource of ‘mat time’ to model how to interacting with all their peers. This modelling and encouragement would provide an inclusive learning environment for all children. For example when someone says ‘hello’ we say ‘hello back we don’t tease others as it may hurt their feelings’. Having puzzles and books which see …show more content…
It enables the children and their families to feel accepted and welcome. It has been noted that disability is constructed as a social construct, formed by values, beliefs, polices and attitudes. However with various social and governmental polices in place, this discourse becomes challenged. Educators are encouraged to become more inclusive and accepting of all children regardless of a disability. When educators use strategies which foster inclusion it challenges the stratiges which prevent …show more content…
The participants involved should be fully informed in regards to the purpose of the research (Mutch, 2013). Three out of the four articles used in this literature review provide details in regards to how consent was given. The fourth article does not mention if consent was gained before the research took place. Potential issues in this case could be consent had not been given which would result in possible dilemmas for example, confidentially disputes may arise and unhappy parents and staff (Podmore,2006). Issues such as this may be addressed through letters been sent to parents asking for consent to observe their child. Justice, Logan, Lin & Kaderavek (2014) noted at the start of their research 769 children were involved, over the course of the study a few parents chose to withdraw their children. The research still took place without these children. Potential issues in this case would be if the researchers decided not to withdraw these children as it may impact their results. According to our Ethical Guidelines, researchers have a duty of care in regards to their participants (New Zealand Association for Research in Education, 2010). To avoid unnecessary anxiety or any doubts researchers must take active steps to reassure theses doubts or unknown concerns (New Zealand Association for Research in Education, 2010. If parents feel they no longer want their child involved