Supporting Inclusion in the Early Years
This accessible text provides guidance on the inclusion of young children with special educational needs or disabilities in a variety of early education settings. The author highlights the complexity of early identification and assessment of children described as having special educational needs. Practitioners are encouraged to consider make exclusion visible and consider important questions relating to the language and values underpinning the early years policy and practice. The emphasis is on inclusion as a process aimed at supporting young children and their families in order to enable all children with SEN or disabilities the opportunity to participate in activities available to all children in an inclusive learning environment. The author promotes the development of inclusive early years cultures where inclusion of all children is regarded as a right rather than an option. The text has implications for the teaching and learning of all young children not only those perceived as having special educational needs. The theoretical perspectives are supported by examples based on concerns and experiences of parents, children and practitioners. It is essential reading for those working or intending to work with young children.
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labels language and attitudes
Early identification and assessment
A graduated model of assessment and provision
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achieve activities adult appropriate areas assessment and provision baseline assessment behaviour child child's needs childminder Children Act 1989 children with SEN children's learning class teacher Code DfES 2001a Code of Practice context curriculum decision DfEE disability early education settings early identification Early Years Action early years practitioners early years settings early years workers effective ensure example external agencies flexible budget foundation stage graduated model headteacher identification and assessment identify implemented important inclusion policy Inclusive Education individual involved Key Stage labels learning difficulties learning support mainstream schools monitoring normal nursery observe Ofsted partnership with parents play policy and practice Practice DfES 2001a preschool professional progress provision for children pupils responsibility SENCO role setting manager setting's shared skills special educational needs special educational provision special needs special school staff statutory assessment strategies suggests targets Warnock Report Warwickshire young children