03909cam a22003017a 450000100090000000300040000900500170001300800410003001000170007101500150008802000180010303500180012104000300013904200140016905000240018308200190020710000160022624500740024225000120031626000350032830000320036350400510039550528940044665000380334065000460337885600910342485600920351512995871OSt20190906170626.0021107s2003 enka b 001 0 eng d a 2002115861 aGBA3-Y3666 a9781412929493 a(DLC)12995871 aStDuBDScStDuBDSdUkdDLC alccopycat00aLC3986.G7bW35 200304a372.21 WAL2231 aWall, Kate.10aSpecial needs and early years :ba practitioner's guide /cKate Wall. a2nd ed. aLondon :bPaul Chapman,c2006. ax, 198 p. :bill. ;c25 cm. aIncludes bibliographical references and index. aForeword by Tricia David DEFINITIONS OF SPECIAL NEEDS AND RELEVANT LEGISLATION Introduction Current Provision in the UK Development of Nursery Provision in the UK Discussion of Development of Provision Range of Early Years Provision Historical Development of Special Needs Provision and Legislation in the UK Summary Definitions FAMILIES OF CHILDREN WITH SPECIAL NEEDS 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 Increase in Numbers of Children with Special Needs Summary PARTNERSHIPS WITH PARENTS Introduction Parental Involvement Parental Issues Affecting Partnership Quality of Partnership Home-School Liaison Teachers and Family Centres Positive Change or Enforced Change? SureStart Characteristics of Positive Partnerships Positive Outcomes for Practitioners Positive Outcomes for Parents Positive Outcomes for Children Levels of Partnership Legislation and Guidance Inspection Requirements Foundation Stage Requirements 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 Introduction Definitions and Terminology Legislation and Guidance Personal, Social and Emotional Development Causal Factors Self-Concept Behaviour Summary OBSERVATION AND ASSESSMENT Introduction Children's Rights, Legislation and Guidance Purposes and Values of Observation and Assessment Principles of Observation 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 1 Profiling Summary PROGRAMMES OF INTERVENTION 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 Introduction Definitions and Models Historical Developments Progression to Date The Need for Interagency Working Understanding the Roles of Other Professionals Skills and Qualities Needed Professionals Involved Working Together The Role of the SENCO Planning and Coordination in Early Years Settings Factors Affecting Collaboration Issues Supporting Future Progression Summary INCLUSIVE EDUCATION FOR YOUNG CHILDREN Introduction Historical Development and Legislation Definitions and Models Reasons for Inclusion Enabling Inclusion In Early Years Settings Issues and Barriers Including Disadvantaged Children Summary ISSUES FOR CONSIDERATION Bibliography Index 0aSpecial educationzGreat Britain. 0aEarly childhood educationzGreat Britain.423Publisher descriptionuhttp://www.loc.gov/catdir/enhancements/fy0657/2002115861-d.html413Table of contents onlyuhttp://www.loc.gov/catdir/enhancements/fy0657/2002115861-t.html