This highly popular and accessible text contains a wealth of information about how early years staff can work effectively with professionals and parents to help identify and meet a range of special educational needs. This book aims to explore the most effective ways of supporting the child and implementing that support across the child’s day to day life.
Now in its third edition Special Needs in the Early Years is fully updated to reflect current policy, and topics covered include:
- Early identification
- Effective communication with parents and carers
- An exploration of the legal context
- How to implement joint planning for identified needs
- A consideration of the issues affecting collaboration
With case-studies, checklists, suggestions for good practice and cartoons to illustrate and enrich the text throughout, this book is structured to be easily accessible and invaluable for those who are in training to work in the early years sector. It will also be of interest to students on foundation and undergraduate students on Early Childhood Education and childcare courses as well as more experienced practitioners.
|Publisher:||Taylor & Francis|
|Product dimensions:||6.70(w) x 9.60(h) x 0.40(d)|
About the Author
Sue Roffey is adjunct Associate Professor at the University of Western Sydney, Honorary Lecturer at University College, London and international educational consultant. She is also the Founder and Director of Wellbeing Australia. She has previously authored Helping with Behaviour in the Early Years: Promoting the positive and dealing with the difficult, School Behaviour and Families: Frameworks for working together and Young Children and Classroom Behaviour.
John Parry is Lecturer in Education (Early Years and Inclusion) at the Open University. He has many years' experience as a practitioner working in the early years sector, primarily as a teacher and co-ordinator of a Portage service. From 2003 until 2009 he was Chairperson of the National Portage Association in the UK.
Table of Contents
Chapter 1. Introduction Chapter 2. The Legal Context Chapter 3. Roles and Responsibilities : Who does what? Chapter 4. Early Identification and Communication with Parents and Carers Chapter 5. Joint Planning for Children with Identified Needs Chapter 6. In-School Communication Chapter 7. Issues affecting Collaboration Appendices