ABSTRACT
The above principle taken from the Curriculum Guidance for the Foundation Stage (QCA 2000: 11) captures the essence of this chapter, radically revised in this edition to give a higher profile and recognition of the outstanding work in the field of inclusion by practitioners. In an attempt to define an 'inclusive curriculum' I have extended the definition beyond children with special educational needs. It is defined as 'creating equal opportunities for all pupils whatever their age, gender, ethnicity, attainment or background' (Ofsted 2001:1). In response to the Inquiry completed into the murder of Stephen Lawrence, the Macpherson Report (1999) highlighted the need to make race equality a reality for everyone through the responsibilities placed on each of us so that every individual, regardless of colour, creed, or race has the same opportunities and respect as his or her neighbour. How do early years practitioners value cultural diversity and 'build on what children already know and can do? In addition, references will be made to, and guidance will be provided on, the ways in which settings are meeting the requirements of the Special Educational Needs Code of Practice (DfES 2001). A range of curricular definitions will be shared to show how different ideas and methods have an impact on how practitioners interpret, plan and teach young children.
