E-Book, Englisch, 226 Seiten
Collett Disability and Inclusion in Early Years Education
Erscheinungsjahr 2017
ISBN: 978-1-317-26933-5
Verlag: CRC Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)
E-Book, Englisch, 226 Seiten
Reihe: Diversity and Inclusion in the Early Years
ISBN: 978-1-317-26933-5
Verlag: CRC Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)
Disability and Inclusion in Early Years Education supports practitioners in understanding and implementing inclusive practice relating to disability in Early Years education. Offering a detailed explanation of recent developments in the field, such as the 2015 SEND Code of Practice, it provides straightforward and accessible guidance on implementing the crucial procedures that help to promote good practice.
More broadly, the book provides guidance on creating a fully inclusive Early Years environment that will support all children, focusing on high-incidence needs around communication, behaviour and learning. Chapters offer a wealth of practical tools and strategies to support the inclusion of children with disabilities more effectively, covering key topics such as:
- assessment, early identification and individualised learning;
- working with parents, carers and families;
- the key role of picture books;
- multi-sensory approaches to learning;
- supporting behaviour and communication.
This text will be valuable reading for all Early Years practitioners and students that want to promote the inclusion of children with SEND in mainstream provisions.
Autoren/Hrsg.
Weitere Infos & Material
List of Figures
Introduction
Part 1: PRINCIPLES OF INCLUSION
- Why include children with SEND?
Chris Collett
- Assessment, early identification and individualised learning
Sue Mitchell and Karen Thorpe
- Working with parents, carers and families
Chris Collett
- Who can help?
Chris Collett
Part 2: CREATING AN INCLUSIVE EARLY YEARS SETTING
5. The key role of picture books
Karen Argent
6. Supporting communication
Chris Collett
7. Multi-sensory approaches to learning
Ingrid Smith
8. Supporting behaviour
Steve Brown
9. Conclusion
Chris Collett
Appendix One
Appendix Two
References