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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