'This is an excellent, easy-to-read guide to inclusive practice in the early years' - Nursery World 'Exceptionally well-written...At a time when the inclusion debate is raging more fiercely than ever, I thoroughly recommend this book to anyone working with young children' - Early Years Educator 'What a splendid book this is - so well set out and so easily usable! It's full of ideas for improving current practice with realistic advice and well thought practices...It would be unfair to restrict this book to practitioners in the special education field. Written in a user-friendly style, this book is so useful that it should be in the library of all pre-schools as well as accessible to all those training to work with children in the early years' - Early Years Update 'A welcome updated version of a key text for early years practitioners' - SENCO Update 'The final statement sums up the tone of the book: "All children have the right to be respected, valued and included, so locally and nationally we must ensure that all practitioners have the knowledge and skills to offer that respect within an inclusive system and, hopefully, within a more inclusive society".
This book makes a very positive contribution to making this a reality' - Early Education 'The book is user friendly and thoroughly practical. It is clearly relevant to the needs of the target audience of early years practitioners, students and other professionals working with children with special needs and their families. This book has value for all and I recommend it strongly to all practitioners (not just teachers and teaching assistants)' - Special Praise for the first edition: 'This is one of the best books I have read on special needs and the very young and I thoroughly recommend it to all with a professional or personal interest in this area' - Special Children 'This is an exemplary introductory textbook for students, and a veritable mine of information. Undoubtedly, this is an early years/special needs book that many readers can and will relate to' - Sheila Wolfendale, European Journal of Special Needs Education 'This well crafted "practitioners guide" thoughtfully addresses the many issues that practitioners face when they consider their involvement in early education in the context of work with special educational needs.
Those who read this book will find that they know a little more about these important issues and may find themselves challenged to reflect on their personal attitudes towards inclusive education: ideally becoming better providers for children with learning difficulties'- Cathy Nutbrown, Journal of Early Childhood Research In this newly updated edition, Kate Wall has: o revamped the content, so that it covers all the new SEN & early years initiatives; o provided practitioners, students and parents with current examples of good practice; o updated information on interagency issues and working with parents; o included individual case studies as exemplars. This book is essential reading for early years practitioners, professionals dealing with children with special educational needs and their families, and students in the early years and special needs fields. Kate Wall is an author and Senior Lecturer in Early Childhood Studies and Primary Education at Canterbury Christ Church University.
Table of Contents
Foreword by Tricia David DEFINITIONS OF SPECIAL NEEDS AND RELEVANT LEGISLATION Introduction Current Provision in the UK Development of Nursery Provision in the UK Discussion of Development of Provision Range of Early Years Provision Historical Development of Special Needs Provision and Legislation in the UK Summary Definitions FAMILIES OF CHILDREN WITH SPECIAL NEEDS Introduction Children and Their Families Children with Special Needs and Their Families Parental Acceptance of Special Needs at or Soon After Birth Parental Acceptance of Special Needs at a Later Stage Grandparents Siblings Implications for Practice Increase in Numbers of Children with Special Needs Summary PARTNERSHIPS WITH PARENTS Introduction Parental Involvement Parental Issues Affecting Partnership Quality of Partnership Home-School Liaison Teachers and Family Centres Positive Change or Enforced Change? SureStart Characteristics of Positive Partnerships Positive Outcomes for Practitioners Positive Outcomes for Parents Positive Outcomes for Children Levels of Partnership Legislation and Guidance Inspection Requirements Foundation Stage Requirements Parental Involvement in Observation, Assessment and Reviewing Progress Factors Supporting Positive Partnerships Issues Compromising Partnerships In Working Practice Summary RESPONDING TO THE AFFECTIVE NEEDS OF YOUNG CHILDREN Introduction Definitions and Terminology Legislation and Guidance Personal, Social and Emotional Development Causal Factors Self-Concept Behaviour Summary OBSERVATION AND ASSESSMENT Introduction Children's Rights, Legislation and Guidance Purposes and Values of Observation and Assessment Principles of Observation Methods of Assessment 1 - Observations Methods of Assessment 2 - Checklists and Questionnaires Methods of Assessment 3 - Observing Through Play Methods of Assessment 4 - Involving the Children Methods Of Assessment 5 - Children's Behaviour 1 Profiling Summary PROGRAMMES OF INTERVENTION Introduction Definitions Effective Interventions Differentiating the Curriculum Individual Education Plans Specific Intervention Programmes 1 - Speech and Language Difficulties Specific Intervention Programmes 2 - Autistic Spectrum Disorders Summary INTERAGENCY WORKING Introduction Definitions and Models Historical Developments Progression to Date The Need for Interagency Working Understanding the Roles of Other Professionals Skills and Qualities Needed Professionals Involved Working Together The Role of the SENCO Planning and Coordination in Early Years Settings Factors Affecting Collaboration Issues Supporting Future Progression Summary INCLUSIVE EDUCATION FOR YOUNG CHILDREN Introduction Historical Development and Legislation Definitions and Models Reasons for Inclusion Enabling Inclusion In Early Years Settings Issues and Barriers Including Disadvantaged Children Summary ISSUES FOR CONSIDERATION Bibliography Index
Kate Wall is an author and Senior Lecturer in Early Childhood Studies and Primary Education at Canterbury Christ Church University.