The Unique Child

This chapter explores arguably hard-won rights of all children to be included in the context of such rights being defined, fought for, and granted by powerful adults. Building on earlier chapters, we consider definitions of inclusion, how this is reflected in policy, and what this means for children as individuals across the UK nations. As well as questioning related terminology, we reflect on key debates around inclusion versus integration and equality versus equity. Employing a case study approach, we discuss how children, and their families, are constructed by society and examine the compounding implications of this for children from diverse backgrounds and cultures and/or with learning differences or disabilities. We challenge a medicalised deficit model of difference that seems somehow to prevail in and beyond educational settings and contemplate the role of reflective practice and adopting a funds of knowledge (Moll, 2019) approach in valuing and celebrating diversity. In doing this, we ask you to consider the extent to which children’s equal rights can be determined and met in macrosystems dominated by social, cultural and policy perspectives of adult ruling classes in the global north. We explore the tensions between ensuring access to educational opportunities and enabling every child to meet their potential. The first of four overarching principles of England’s Early Years Foundation Stage (EYFS) (DfE, 2023: pg.7) appears to recognise children as successful rights-holders, discussed already in previous chapters:

‘Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured’.

From this EYFS guiding principle, it may seem reasonable to assume that within their respective and overlapping microsystems, all children are constructed as agentic individuals. However, as noted by Rix and Parry (2014), it is important to acknowledge tensions between the idea of each child as the focal point in their ecosystem and the risk of othering individual children through what might be considered supplemental, rather than inclusive, practice. To align with the principle of the Unique Child, policy expectations (e.g., EYFS, 2023, DfE/DoH, 2015) reflect work developed over decades where professionals consult and collaborate (e.g. Messiou & Ainscow, 2020, Moll, 2019). This highlights the importance of gathering a full and respectful picture of interests, experiences, culture and priorities from children, and their families, to ensure inclusion.