Inclusive educational practice for children, young people and their families

This chapter is presented in two sections, first focussing on the contested topics of poverty and inclusion through the lens of lived experiences of children, young people and their families in relation to inclusive educational experiences. The impact of material deprivation on educational attainment is examined. Labels, such as ‘hard to reach’ are discussed, enabling reflection on their function in further diminishing marginalised and excluded families. The chapter critiques the progress of UK educational institutions to improve educational outcomes for children and young people experiencing inequalities, illustrating structural barriers which exacerbate exclusion. The next section focuses on the role of parents and carers as service shapers to influence quality early years' educational practice for young children experiencing special educational needs and disabilities (SEND). Conceptualising service shaping as a model of participation, the chapter explains how participatory approaches can improve educational outcomes for young children. A case study undertaken in a Sure Start Children's Centre demonstrates how parental/carer participation can increase service user satisfaction and improve accessibility for children experiencing disability. Recommendations for practice include how to amplify parent voice to achieve the highest levels of participation and consider the willingness and abilities of organisations to position parents/carers as authentic partners.