By John Grant

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Have led to more thoughts about the possible reasons for the weakness of this approach to inclusion. Why might this be? • • • • • • • • Talking about a child makes them ‘special’ or ‘different’. The others, sitting listening, are then ordinary or all the same, their individuality on hold. The other children’s curiosity is satisfied so there is less motivation to get talking to the ‘different’ classmate. Talking about the injury, illness or condition that affects the way a child looks misses the point because the staring and curiosity are the barrier.

But after the hearing children had learnt about deafness, they showed fewer social initiations towards their deaf peers than the ‘uninformed’ control group. ) have led to more thoughts about the possible reasons for the weakness of this approach to inclusion. Why might this be? • • • • • • • • Talking about a child makes them ‘special’ or ‘different’. The others, sitting listening, are then ordinary or all the same, their individuality on hold. The other children’s curiosity is satisfied so there is less motivation to get talking to the ‘different’ classmate.

Showing a parent and small child how this can work for them When a 5-year-old with facial scarring was being prepared to take up her place at a large primary school after three years in a very small kindergarten, part of a special preparatory session went like this: The special visitor had a teddy. It was badly scorched. Amy was interested straight away, saying something about the ‘strange fur’. ’ The bear was clearly cross. Amy was quite put out by that, and turned sharply to her mother who gave her a reassuring hug.

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