Special Needs and Early Years : A Practitioner Guide

by Kate Wall

• ISBN13: 9781849201339
• ISBN10: 1849201331
• Edition: 3rd
• Format: Paperback
• Copyright: 2010-12-29
• Publisher: SAGE Publications Ltd

Summary

In the third edition of this respected and influential textbook, Kate Wall blends theory and practice with an informative and highly accessible writing style to provide a detailed analysis of provision for young children with additional needs. New to this edition are: - up-to-date information on all the relevant policies and legislation, including the Early Years Foundation Stage (EYFS), Every Child Matters (ECM) and the training guidelines for new SENCOs; - a timeline showing the development of policies and legislation in the field; - learning objectives at the beginning of chapters; - points for reflection within chapters, to aid independent study and facilitate critical thinking; - new case studies, which cover the Birth to 8 age range; - new content on the role of fathers, pupil voice and listening to children, taking an holistic view of the child, and current issues around diversity and inclusion. This book is essential reading for early years students and practitioners, and for all those working with young children with special educational needs and their families. Visit SEN Magazine website: here

Author Biography

Kate Wall is Principal Lecturer in Childhood Studies at the University of Chichester. She has worked extensively as a practitioner in the early years, in both mainstream and specialist settings.

Table of Contents

Foreword	p. vii
Acknowledgements	p. ix
About the Author	p. x
Glossary of Acronyms	p. xi
Definitions	p. xiv
Legislation and policy	p. 1
Introduction
Development of nursery provision in the UK
The range of early years settings
The historical development of special needs provision and legislation in the UK
Summary
Timeline of key legislation, reports and guidance since 2000
Families of children with special needs	p. 34
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
The increase in numbers of children with special needs
Summary
Partnerships with parents	p. 59
Introduction
Parental involvement or partnership?
Parental issues affecting partnership
Quality of partnership
Home-school liaison teachers and family centres
Characteristics of positive partnerships
Positive outcomes for practitioners
Positive outcomes for parents
Positive outcomes for children
Levels of partnership
Legislation and guidance
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	p. 84
Introduction
Definitions and terminology
Legislation and guidance
Personal, social and emotional development
Causal factors
Self-concept
Behaviour
Summary
Observation and assessment	p. 114
Introduction
Children's rights, legislation and guidance
Purposes and value of observation and assessment
Principles of observation and assessment
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
Profiling
The EYFS profile and assessment
Summary
Programmes of intervention	p. 143
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	p. 169
Introduction
Definitions and models
Historical developments
Progression to date
The need for interagency working
Features of effective practice
Understanding the roles of other professionals
Skills and qualities needed
The professionals involved
The role of the SENCO
Planning and coordination in early years settings
Factors affecting collaboration
Issues for the future
Summary
Inclusive education for young children	p. 197
Introduction
Historical development and legislation
Definitions and models
Reasons for inclusion
Enabling inclusion in early years settings
Issues and barriers
Including disadvantaged children
Summary
Key issues for consideration	p. 222
Concluding comments
Bibliography	p. 227
Index	p. 241
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