The synergy between research and practice: listening to the perspectives of key stakeholders about the development of an inclusive early years service

Abstract

This paper analyses part of a consultation project a northern Early YearsDevelopment and Childcare Partnership (EYDCP) engaged with in the process of developing a charter for inclusion. This consultation included parents, families, service providers and service managers. Three main research strategies were employed including questionnaires, interviews and discussion groups. This project highlights the importance of listening to the various stakeholders and of allowing the voices of people at the sharp end of inclusive practice to be instrumental in the development of such services. Issues related to shared understandings of terminology and concepts, different perceptions of the drives for greater inclusive services, and the problematic nature of translating inclusive theory into practice in early years services for disabled children developed as important elements of this project. Although stakeholders enjoy some agreement regarding the philosophical notions of inclusion, there was some diversity in the perceptions of why inclusive services are being developed at all and also about how concepts of inclusion are translated into practice. Themes emerged about the organisation of an inclusive early years service relating to the 'adult factor' and the efficacy of a charter for inclusion. LF160The partnership concluded that a pilot project following principles highlighted in this project was the next natural stage of developing a charter for inclusion: a charter of promises, rights and standards that is not rhetoric but realistic and, most importantly, is actually driven by the users and front-line service providers in the partnership. IntroductionA northern Early Years Development and Childcare Partnership ( EYDCP) engaged in consultation to develop a charter for inclusion. This paper discusses the process and findings of part of that process. It focuses on the findings of questionnaires, interviews and discussion groups held to learn more from the parents, service providers and managers who would ultimately be affected by the charter. This project is a good example of the potential synergy between research and practice development, showing how research can inform practice. Through the process of consultation, two major issues emerged from these groups of people. The first relates to the range of understandings about what inclusion is and means to them, and the second relates to their perceptions about the value of a charter for inclusion. The partnership decided that a charter for inclusion would not be right at this point in time. Instead a set of agreed fundamental principles for inclusion were developed to steer the process of a pilot reflective inclusive practice project across the partnership. This would lead to the evolution of a charter that reflected effective practice: a charter that would not only serve as a flag to celebrate vision and good practice but would act as a major force for the future direction of inclusive practice.

Every voice matters: evaluating residential provision at a special school

“…It is noted that both research and anecdotal evidence suggest that the stakeholders least likely to be receptive to change are those for whom the changes bring a reduction of support, or provision, for their child (Jones, 2003;Paige-Smith & Rix, 2006). This is found to be true even where the changes stem from a philosophical viewpoint predicated on humane, child-centred principles.…”

Inclusion: lessons from the children

“…They invited three external consultants to help them with this process. An analysis of the wider process of the development of the Charter for Inclusion is reported in Jones (2003) and this article pertains only to the endeavour to gather views from ch i l d ren in the Pa rt n e rship. Th i s work was carried out by myself and two other external consultants.…”