Enhanced descriptions from Syndetics:

`This is one of the best books I have read on special needs and the very young and I thoroughly recommend it to all with a professional or personal interest in this area′ - Special Children

`This well crafted "practitioners guide" thoughtfully addresses the many issues that practitioners face when they consider their involvement in early education in the context of work with special educational needs. Those who read this book will find that they know a little more about these important issues and may find themselves challenged to reflect on their personal attitudes towards inclusive education: ideally becoming better providers for children with learning difficulties`- Cathy Nutbrown, Journal of Early Childhood Research

`This is an exemplary introductory textbook for students, and a veritable mine of information. Undoubtedly, this is an early years/special needs book that many readers can and will relate to′ - Sheila Wolfendale, European Journal of Special Needs Education

`The book offers theories, case studies and practical strategies. We strongly recommend it to all early years professionals, to those working with young children with special needs and their families as well as students in the field′ - Handicaps-Info

`This is Kate Wall′s first book and, in my view an excellent one. Anchored within the framework of inclusion, it provides a clear focus on under-fives with special educational needs. The author′s concentration on pre-school children reflects her opinion that there already exists a plethora of information about children who have attained statutory school age.

Above all, Special Needs and the Early Years is a true practitioner′s guide. Kate Wall draws on her extensive experience and proven skills, supplementing them with personal observation. She combines these skillfully with current theory and thoughtful reflection to produce an impressive and coherent work, one that I thoroughly recommend′ - British Journal of Special Education

`This is a fairly long and detailed book, and Katie Wall obviously has a wide knowledge of current research and publications. I found the book to be useful and thorough, with some very interesting case studies to put across the point being made. It has the usual format that most books on this subject seem to follow these days, with chapters covering partnership with parents, working with outside agencies, observation, assessment and planning IEPs, and so on. Each chapter concludes with a very useful summary that highlights the main points, and helps the reader to think back quickly on what has just been covered. This can work in reverse by scanning the conclusion first, to see whether the chapter contains the points you want to read about. Overall it is a good, soundly researched and written book, and one which would be useful on your shelf′ - Nursery World

Research in early years and special needs shows the need for early and appropriate intervention. But not all early years practitioners have the expertise, knowledge and skills to ensure these expectations are transformed into high-quality special needs provision.

Kate Wall believes that all children should be entitled to achieve their full potential, and that all practitioners should have the necessary skills to support children and their families. Her extensive work as a teacher in mainstream and special early years settings, combined with her current senior lecturing experience, has helped her to identify the key issues for practitioners and parents including:

}} working with families

}} partnerships with parents

}} observation and assessment

}} programmes of intervention

}} responding to the affective needs of children.

Having spent many years supporting families of children with special needs she now shares her expertise in an accessible book based on her own research and practice. The book offers practical suggestions for working practice and in-service training.

This book is essential reading for early years practitioners, professionals dealing with special needs children and their families, and students in the early years and special needs fields.

Table of contents provided by Syndetics

• Foreword
• 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

Author notes provided by Syndetics