Understand how to promote inclusive practice

Understand how to promote inclusive practice

By: Elizabeth Cummings



At Kids Around the Clock inclusive practice is very important, to enable us to make sure we are doing the very best for the children in our care and their families we adhere to Manchester City Councils Local Offer, which is embedded into our Special Educational Needs and Disabilities (SEND) policy.

The Local offer and our SEND policy looks at the models of disability, although there are many different models which are constantly being adapted and enhanced there are two models that stand out from the crowd, The medical Model and The Social Model of Disability.

The Medical Model of Disability is one of the longest standing models, this model has been used for generations as a diagnoses tool to medical professionals (Smart, 2009), it is believed by some, that the medical model has had a domineering effect on the general public and that it has helped to shape their understanding of people who are classed as having a disability, It has played a role in changing people’s attitudes towards disability and their perception of those who are labelled as such (Ferguson et al, 1992).

The medical model has been established from the belief that disability is defined by the underlying medical condition (Allfie, 2017), to which becomes the basis that others use to form opinions, relating to disability’s, including the beliefs that people with disabilities are unable to lead a normal life (Haegele, 2016).

For individuals with a disability who access the education system, the medical model becomes relied upon, without a diagnosis from a medical professional, funding is not available to offer extra support. Once a diagnosis is in place then it opens up benefits and support for that individual (Haegele, 2016).

The Social Model, has the idea that it is not one’s condition that makes them disabled but the social community in which one lives, according to the social model it is society that disables a person and stops them from accessing everyday activities not their condition (Goodley, 2001). The social model looks at each individual and assesses their needs, and to change the mindset of others and legislation to give more rights to those who see themselves as a minority group (McCarthy, 2003).

The social model suggests, that politics and social change is in order to cure people of their disabilities not a cure to their condition (Bingham et al, 2013), it is the view of the social model that to cure a disability is to remove the obstacle to which renders the individual disabled (Barney, 2012).

The social model believes that if they can change the perceptions of disability and the prejudice that surround them, it will then shift from a society that discriminates, into a more social inclusive environment that will allow those with varying conditions to live comfortably and are offered the same quality of life as others (Palmer & Harley, 2012).

At KATC we feel that it is important to get to know each family and their culture, beliefs, religion and values to enable us to offer them the best service and support. When a new family joins the ever growing KATC Family, we take our time to complete a care plan, in this plan we find out where the child is up to in their development journey, any additional support that’s needed or any medical conditions that we need to be aware of to be able to adapt our practices to meet those needs. We find out who’s special to the child and what days they celebrate throughout the year as each family will have different things that are special to them.

Children are taught to have respect for each other, to care for each other and be kind, to have tolerance for each other’s views, opinions, religion and values, they are taught to listen to each other and follow rules that keep each other safe from harm, these are also known as British Values and have been a big part in the early years for some time now.

AT KATC our vision statement is Enjoy, Believe, Achieve. We work hard to make sure that the children in our care ENJOY their time here, we encourage them to BELIEVE they are the best version of themselves and we help them to ACHIEVE that, their goals and their dreams.

It is important that the adults that interact with children remember they are always watching and listening and they will learn from you, they are little sponges that follow in your footsteps, it is the adults job to set a good example and to teach children how to be kind, and teach children how to accept others as we are all different and the same in many ways.

Reference List

Allfie (2017) ‘Models of Disability – Definitions’ (Alliance for Inclusive) [online] available from: www.allfie.org.uk/pages/usefulinfo/model.html [accessed 29.10.2017]

Barney, K. (2012) ‘Disability simulations: using the social model of disability to update an experiential educational practice imprint’ A Journal of Leisure studies and recreation education. Vol. 27 No.1 pp1-11.

Bingham, C. Clarke, L. Michielsens, E, & Van De Meer, M. (2013). ‘Towards a social model approach? British and Dutch disability policies in the health sector compared. Personnel review’ Vol. 42. Pp613-637 [online] available from: doi:10.1108/PR-08-2011-0120 Google Scholar

Ferguson, P. Ferguson. D, Taylor, S. (Eds), (1992) ‘interpreting disability: A qualitative reader’ New York: Teachers Collage, Columbia University.

Goodley, D. (2001) ‘Learning difficulties, the social model of disability and impairment: challenging epistemologies’ disabilities and Society Vol.16 pp 207-231

Haegele, J. Hodge, S. (2016) ‘Disabilty Discourse: overview and critiques of the medical and social model’ Vol. 68, No.2 pp. 193-206 [online] Available from http://dx.doi.org.ezproxy.bolton.ac.uk/10.1080/00336297/2016/1143849 [accessed 23.10.2017]

McCarthy, H. (2003) ‘The disability rights movement: Experiences and perspectives of selected leaders in the disability community. Rehabilitation Counselling Bulletin, 46, 209-223

Palmer, M. and Harley, D. (2012) ‘Models and measurement in disability: An international review. Health Policy and Planning, Vol.27 pp 357-364. [online] available from: doi:10.1093/heapol/czr047 Google Scholar [accessed 29.10.2017]



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