Special Educational Needs in the Early Years (Teaching and Learning in the First Three Years of School)

This volume adopts a holistic approach and focuses on the child with special educational needs as an active learner, rather than discussing how to cope with their disability. Children with special needs can be very active learners, if given the chance. Designed for early years' teachers and trainee teachers, this volume adopts a holistic approach and focuses on the child with special educational needs as an active learner, rather than on how to cope with a disability. It emphasizes that young children with special needs can be very active learners when provided with environments that encourage alternative ways to explore and experience the worlds around them. Specifically, the book addresses: (1) establishing a theoretical framework for understanding and working with young children with special needs; (2) presenting some of the major issues and concerns related to atypical development, including sensory, physical and neurological concerns, and social/emotional, speech/language, and cognitive concerns; (3) emphasizing the importance of the intervention team, including the home-school partnership and professional-home-school links; (4) viewing the child as an individual and how to make the learning environment accessible; and (5) providing for the professional development of teachers. Case-study examples are used throughout the book to illustrate different methods of intervention and relate relevant research and theory to actual practice. (Contains approximately 200 references.) (CR) Young children with special needs can be very active learners when provided with environments that encourage alternative ways to explore and experience the world around them. In this volume the authors adopt a holistic approach to focus on the child with special educational needs as an active learner, rather than how to cope with the disability. They also emphasise the importance of developing partnerships between home, school and other professionals. Divided into four parts, this book looks * establishing the framework * child development issues * the focus on the team * meeting the needs of the individual child. Structured around research, theory and case study examples to support different methods of intervention, this book will reach a wide readership of education professionals, special needs co-ordinators and students in the field. Contents......Page 6 Series editor’s preface......Page 14 Introduction......Page 16 1 Survey of the field......Page 24 2 Evolving themes and special concerns......Page 40 3 Typical and exceptional early development......Page 58 4 Sensory physical and neurological concerns......Page 71 5 Social emotional speech language and cognitive concerns......Page 100 6 Origins prevention and impact of disabilities......Page 120 7 It Takes a Village......Page 138 8 Partnership with families......Page 157 9 Child Find......Page 173 10 Program and community responses......Page 194 11 A curriculum for every child......Page 224 12 Explorations and experiences......Page 245 Glossary......Page 267 References......Page 274 Index......Page 285 Foreword / Sheila Wolfendale -- Pt. I. Establishing The Framework. 1. Survey Of The Field. 2. Evolving Themes And Special Concerns -- Pt. Ii. Identifying The Issues. 3. Typical And Exceptional Early Development. 4. Sensory, Physical, And Neurological Concerns. 5. Social/emotional, Speech/language, And Cognitive Concerns. 6. Origins, Prevention, And Impact Of Disabilities -- Pt. Iii. Focus On The Team. 7. It Takes A Village 8. Partnership With Families. 9. Child Find. 10. Program And Community Responses -- Pt. Iv. Focus On The Child. 11. A Curriculum For Every Child. 12. Explorations And Experiences. Ruth A. Wilson. Includes Bibliographical References (p. 259-269) And Index. Social Sciences Contents 6 Series editor’s preface 14 Introduction 16 1 Survey of the field 24 2 Evolving themes and special concerns 40 3 Typical and exceptional early development 58 4 Sensory physical and neurological concerns 71 5 Social emotional speech language and cognitive concerns 100 6 Origins prevention and impact of disabilities 120 7 It Takes a Village 138 8 Partnership with families 157 9 Child Find 173 10 Program and community responses 194 11 A curriculum for every child 224 12 Explorations and experiences 245 Glossary 267 References 274 Index 285 This title is a practical and accessible guide to teaching young children with special educational needs. At the heart of the book is the belief that the focus should be on the child as an active learner, rather than on their disability This fully revised and updated edition takes into account current changes in educational policy to provide the reader with comprehensive information about understanding and working with young children with special needs.