ISBN-10:
0335210910
ISBN-13:
9780335210916
Pub. Date:
03/01/2004
Publisher:
McGraw-Hill Companies, The
Supporting Inclusion in the Early Years

Supporting Inclusion in the Early Years

by Caroline Jones, Gary JonesCaroline Jones

Paperback

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Overview

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.

Product Details

ISBN-13: 9780335210916
Publisher: McGraw-Hill Companies, The
Publication date: 03/01/2004
Series: Supporting Early Learning
Pages: 144
Product dimensions: 6.00(w) x 9.00(h) x 0.31(d)

About the Author

Caroline Jones is Co-ordinator of the Early Years Foundation Degree at the University of Warwick, Institute of Education. She provides consultancy at home and abroad for local education authorities and voluntary, independent and private early years settings. Caroline, an experienced teacher, owns a group of early childhood settings based on school sites in the Midlands.

Table of Contents

Acknowledgements

Introduction

Chapter 1 Labels, language and inclusion

Chapter 2 Early identification and assessment

Chapter 3 A graduated model of assessment and provision

Chapter 4 The Changing Role of the Special Educational Needs Co-ordinator (SENCO)

Chapter 5 Developing inclusive policy and practice

Chapter 6 Parents, children and professionals working together

Chapter 7 Beyond the Paintpots : Inclusion and Learning Support Assistants

Useful Addresses

References

Customer Reviews