Legislation and Policy Families of Children with Special Needs Partnerships with Parents Responding to the Affective Needs of Young Children Observation and Assessment Programmes of Intervention Interagency Working Inclusive Education for Young Children Key Issues for Consideration
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.
'This book is highly recommended for anyone looking to expand their working knowledge of special education needs and the policy that covers and guides practice; it will prove invaluable for any student wishing to become better acquainted with the complex issues that surround this subject' - Early Years Educator 'This wide-ranging and theoretically grounded update of a key text is extremely user-friendly for both academics and students wishing to gain an insight into the impact of Special Needs within the widening early years workforce' - Julia Druce, Senior Lecturer and Pathway Leader for Early Years, Playwork and Education, Anglia Ruskin University
Kate had over twenty years experience as an early years practitioner working with young children with special needs and their families before moving into HE in 1999. She was the Programme Director of the Early Childhood Studies degree programmes in her previous post. Kate has written several books on special needs along with many articles and has presented at National and International conferences. She is currently a member of the National Early Years Advisory Board within NASEN (National Association of Special Educational Needs).