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Special Educational Needs in the Early Years

Overview

This book 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 and understanding and working with young children with special needs. The author addresses key ...

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Overview

This book 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 and understanding and working with young children with special needs. The author addresses key issues such as the nature and causes of specific disabilities, intervention and assessment, working with families, planning individualised objectives and instructional strategies. There are also new sections on emotional competence, early literacy concerns and discussions of the emotional implications of brain research. Case study examples and practical suggestions are included throughout. The book will be a valuable resource for all early years practitioners, primary teachers, student teachers and learning support assistants.

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Editorial Reviews

Booknews
A guide to helping children with special needs become active learners. Wilson (special education, Bowling Green State U.) establishes a theoretical framework for understanding and working with young children with special needs, presents some of the major issues and concerns related to atypical development, discusses the intervention team, and talks about the importance of addressing the needs of the individual child. She uses case studies throughout to illustrate different methods of intervention and relate relevant research and theory to actual practice. Intended for practicing early year teachers and trainee teachers. Annotation c. by Book News, Inc., Portland, Or.
From the Publisher
'A strength of the book is the spotlight on children and their learning and not on particular disabilities. It makes a useful contribution to the field and I will be recommending it to Undergraduate and Postgraduate students alike.' - Margaret Sutherland, University of Glasgow, Escalate website
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Product Details

  • ISBN-13: 9780415303460
  • Publisher: Taylor & Francis
  • Publication date: 8/22/2003
  • Series: Teaching and Learning in the Early Years Ser.
  • Edition description: Revised
  • Edition number: 2
  • Pages: 288
  • Product dimensions: 6.14 (w) x 9.21 (h) x 0.69 (d)

Meet the Author

Dr Ruth Wilson is an Emeritus Professor with Bowling Green State Univeristy in Ohio, USA

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Table of Contents

Illustrations
Foreword
Series editor's preface
Acknowledgements
Abbreviations
Introduction 1
Pt. I Establishing the framework 7
1 Survey of the field 9
2 Special concerns and challenges 27
Pt. II Child development issues 41
3 Typical and exceptional early development 43
4 Concerns related to cognition, communication and emergent literacy 67
5 Social, emotional and behavioural concerns 84
6 Concerns related to sensory and physical development 109
Pt. III Focus on the team 125
7 The ecological framework 127
8 Partnership with families 145
9 Child Find 156
10 Programme and community responses 176
Pt. IV Meeting the needs of the individual child 197
11 A curriculum for every child 199
12 Explorations and experiences 226
Glossary 250
References 256
Index 267
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