An Investigation of How the Foundation Phase is Made Inclusive for All Children
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This study aims to investigate how the Foundation Phase is made inclusive for all children, through consideration of the individual needs within the Foundation Phase, the approaches used to meet these needs and the challenges faced in meeting these needs. The literature review critically analyses previous research within this subject area. Key ideologies from theorists such as Tassoni (2002), Glazzard (2011) and Guldberg (2010) informed the decision to focus this dissertation on the range of individual needs within the Foundation Phase, the strategies used to meet these individual needs and the challenges faced by practitioners in meeting individual needs. In this research, data was gathered from qualitative methods in the form of semi-structured interviews, observations and documentary analysis. The research was undertaken using a small study consisting of four teachers. Due to the sensitivity regarding this subject the researcher strictly followed the BERA (2011) Ethical Guidelines before and throughout conducting research. This study identified several key themes within the research including the diversity of individual needs within the Foundation Phase. These needs can include speech and communication difficulties, autism, ADHD, and gifted and talented. Additional themes that were apparent within the data were the use of Individual Education Plans and ability groupings for meeting the individual needs of all children, and inadequate time and support became apparent as one of the main challenges faced by practitioners. On completion of this study it became evident that within the Foundation Phase, there are a diverse range of individual needs which need to be accommodated. However, the research settings under analysis have developed and implemented a number of resources and strategies to ensure the educational setting is inclusive.
BA (Hons) Educational Studies and Early Childhood Studies
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