This article sheds light on how chronic health conditions impact upon concepts of inclusion in children’s early childhood education and care in England; it draws upon findings from a small-scale research project which highlights the need to consider health, in particular, the impact of chronic health conditions on early childhood education and care. The study was conducted in two stages: Stage 1 involved a postal questionnaire to 60 early childhood settings and Stage 2 included interviews with 6 practitioners in 4 settings, interviews with parents and observations of a child (called DJ) in his setting over the course of a year. The findings from this study indicate that in an attempt to be inclusive, practitioners may be unintentionally exclusive in their practice. The data suggest that this may be as a consequence of practitioners having different understandings and definitions of what is meant by the term inclusion, leading to confusion about the aims of inclusion. The findings indicate that there is a need to identify what effective pedagogy is for children with chronic health conditions, as well as a need to redefine inclusion in relation to their needs.

中文翻译：

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将具有慢性健康状况的儿童纳入幼儿教育和护理机构

本文阐明了慢性健康状况如何影响英格兰儿童早期教育和护理中的包容性概念；它借鉴了一个小型研究项目的发现，该项目强调需要考虑健康，尤其是慢性健康状况对幼儿教育和护理的影响。该研究分两个阶段进行：第1阶段涉及对60个早期儿童环境的邮政调查表，第2阶段包括对4个环境中的6名从业者的访谈，对父母的访谈以及在整个过程中对儿童（称为DJ）的观察。一年。这项研究的结果表明，在试图做到包容性的过程中，从业者可能无意中排斥了他们的实践。数据表明，这可能是由于从业者对“包容”一词的含义有不同的理解和定义，导致对包容的目的感到困惑。研究结果表明，有必要确定对患有慢性健康状况的儿童有效的教学方法，并需要根据他们的需要重新定义包容性。