Fully up to date with the SEND Code of Practice this book explores all the key contemporary issues relevant to supporting children with special needs in an early years context. Combining theory with practice, it demonstrates how to ensure children’s individual needs are at the heart of early years provision. Key topics covered include: The history and current climate of SEN provision Working with Parents Models of special needs provision Leadership and inclusion Professional ethics Multi-agency working Early intervention International perspectives This core textbook is an essential read for early years students at all levels, and early years practitioners who wish to gain a greater understanding of the core issues affecting special needs provision.

Previous ed.: London: Paul Chapman, 2006.

This fully revised and updated edition takes into account current changes in educational policy to provide the reader with comprehensive information about understanding and working with young children with special needs.

Based on the lives of real children and typical situations in early years settings, early years practitioners will find this book invaluable in helping them care for and educate young children with additional learning difficulties.

This key text provides essential tools for understanding legislation, policy, provision and practice for children in the early years, particularly young children with special educational needs and disability (SEND). Based on extensive research and the four areas of need as defined in the Special Educational Needs and Disability Code of Practice: 0 to 25 Years (DfE, 2015), the book charts the development of young children and their growing constructions of learning, communication, language, motor movement and emotion. Providing material that translates into practice in a straightforward and practical way, this text is packed full of personal accounts and case studies, enabling readers to appreciate what the experience of SEND in the early years means for families and professionals, and also to learn more about how they might understand and respond appropriately to a child’s needs. Understanding Special Educational Needs and Disability in the Early Years will be of interest to students studying Early Years courses, families, SENDCOs, teachers and other staff supporting young children with a range of special educational needs and disabilities.

Disability and Inclusion in Early Years Education supports practitioners in understanding and implementing inclusive practice relating to disability in early years education. Offering a detailed explanation of recent developments in the field, such as the 2015 SEND Code of Practice, it provides straightforward and accessible guidance on implementing the crucial procedures that help to promote good practice. More broadly, the book provides guidance on creating a fully inclusive early years environment that will support all children, focusing on high-incidence needs around communication, behaviour and learning. Chapters offer a wealth of practical tools and strategies to support the inclusion of children with disabilities more effectively, covering key topics such as: assessment, early identification and individualised learning working with parents, carers and families the key role of picture books multisensory approaches to learning supporting behaviour and communication This text will be valuable reading for all early years practitioners and students who want to promote the inclusion of children with SEND in mainstream provisions.

This fully revised edition of Play for Children with Special Needs includes new research findings and explains their implications for practice.