Inclusion In The Early Years
1st Edition
Published on 1. April 2015
242 pages
978-0-335-26271-7 (ISBN)
Description
This book provides critical insights and practical approaches to help you support babies and young children with special educational needs and disability (SEND) in the early years.
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Kay Mathieson
Inclusion in the Early Years
Book
04/2015
Open University Press
€33.00
Shipment within 15-20 days
Content
- Cover page
- Halftitle page
- Title page
- Copyright page
- Praise for this book
- Contents
- Acknowledgements
- Introduction
- PART 1 The historical and political perspective
- 1 Shared begin nings: key legislation in the history of special educa tionalneeds and early years
- The early twentieth century
- The mid- twentieth century
- 2 The Warnock Report: a product of its time?
- Moving from a 'deficit' view
- The purpose of education
- Towards inclusion: new thinking, new words
- Early intervention
- Labelling, categorizing and early identification
- The disability rights movement
- Comparison and collaboration
- Individual needs
- Consistency and coherence
- A focus on the early years
- Improving quality
- Inclusion: an international agenda
- Life after Warnock
- Conclusion
- 3 The legacy of the Warnock Report
- Extending early years provi sion
- What was the purpose of early education?
- Community of learners?
- 'Excellence for all children'
- Local partnership working
- Special educational needs and disabilities
- How early is early?
- Collaboration between services
- Working towards an inclusive society
- A common purpose?
- The revised EYFS
- The Children and Families Act (2014)
- Supporting special educational needs in early years
- The 'assess, plan, do, review' cycle
- PART 2 The enabling environment: what does success look like?
- 4 The role of the SENCO
- Tracking progress: when should I be concerned?
- Assess, plan, do, review
- The SENCO
- Striving to meet individual needs
- Communicating our purpose beyond the setting
- 5 EYFS: a principled approach
- The Unique Child in the context of the EYFS
- The Key Person role
- Meeting the indi vidual needs of the child
- Pathways to support
- Collaborative working
- Conclusion
- 6 The Prime Areas of Learning in the EYFS and early identification of SEN
- Knowing the child: Key Person and SENCO collaboration
- Collaboration and communication with parents
- Day-to-day practice continues
- Rapid development
- Involving external services
- Prime Areas of Learning and the early identification of SEN
- PART 3 Making the difference
- 7 The practitioner's perspective
- Outreach support
- Maintained primary school
- Maintained nursery school
- Conclusion
- 8 The parents' perspective
- Early identification in early years provision: Steven, Josh and Hamsa
- Early inter ven tion from birth: Gordon, Hugo, Anya and Petra
- Experiences of EYFS provision
- Multi- agency assessment leading to Education, Health and Care Plans
- Conclusion: advice to other parents
- 9 The child's perspective
- Key Person and common purpose
- 10 Looking to the future
- Inclusive practice in EYFS
- Individual influences on practice in EYFS
- A way forward?
- Appendix 1
- Appendix 2
- Appendix 3
- Appendix 4
- Appendix 5
- Bibliography
- Index
