Inclusion in the early years

242 Pages·2015·1.653 MB·English

by  Mathieson, Kay

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Inclusion in the Early Years f Nu
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Inclusion in the o
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Early Years , Ch
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Kay Mathieson 5
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Open University Press lty
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McGraw-H ill Education f N
McGraw-H ill House ursin
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email: enquir [email protected] rsity
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world wide web: www.openup.co.uk .62
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and Two Penn Plaza, New York, NY 10121–2289, USA .11
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First published 2015 t [0
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Copyright © Kay Mathieson, 2015 6
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All rights reserved. Except for the quotat ion of short passages for the purpose of yrig
critic ism and review, no part of this public a tion may be reprod uced, stored in a ht ©
retrieval system, or transm it ted, in any form or by any means, elec tronic, M
mech an ical, photo copyi ng, recordi ng or otherw ise, without the prior written cG
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permiss ion of the publisher or a licence from the Copyright Licensing Agency w
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London EC1N 8TS. ba
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A cata logue record of this book is avail able from the British Library ca
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ISBN–13: 978-0-33-526270-0 (pb) old
ISBN–10: 0-33-526270-8 (pb) ing
eISBN: 978-0-33-526271-7 s, L
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Fictitious names of compan ies, products, people, chara c ters and/or data that may be r m
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used herein (in case studies or in examples) are not intend ed to repres ent any real d
indi vidual, company, product or event. ified
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Praise for this book a
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“Kay Mathieson is a passionate advocate for making inclusive values f N
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the core of high quality early years practice so that every unique rsin
child can access their entitlement to support for learning and g, C
development. She starts with a fascinating journey through historico- hia
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political attitudes to special educational needs and disability. The gm
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contemporary case studies bring to life the joys, challenges and i U
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dilemmas involved for practitioners, children and parents. Their iv
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words alongside Kay’s own reflections, knowledge and expertise rsity
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make this a ‘must-read’ for all early years leaders and practitioners.” .6
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Helen Moylett, President of British Association of Early Education .15
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Contents lty o
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Acknowledgements ix i U
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Introduction xi iv
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PART 1 2
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The histori cal and politi cal perspecti ve 1 .1
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1 Shared beginn ings: key legisl a tion in the history of special t [0
educa tional needs and early years 3 7/1
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2 The Warnock Report: a product of its time? 18 6]. C
3 The legacy of the Warnock Report 29 op
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PART 2 M
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The enabling enviro n ment: what does success look like? 47 ra
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4 The role of the SENCO 49 ill G
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5 EYFS: a prin cipled approach 65 ba
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6 The Prime Areas of Learning in the EYFS and early du
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iden ti fic a tion of SEN 83 tio
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PART 3 ing
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Making the differe nce 105 LC
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7 The prac ti tioner’s perspecti ve 107 ot to
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8 The parents’ perspecti ve 122 e re
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9 The child’s perspecti ve 142 istrib
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10 Looking to the future 158 te
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Appendices 167 ifie
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Bibliography 189 in
Index 201 an
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Acknowledgements lty o
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The motiv a tion and basis for this book have been my exper i ence of working i U
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with many chil dren, their parents and fellow profes sion als. Together they iv
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have taught me so much about recog niz ing and celeb rat ing indi vidual rsity
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strengths and talents. Their inspir a tional approach to chal lenges and .6
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problem solving has been very humbling. .15
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Particular thanks are due to those parents and colleagues who contrib- .11
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uted case study mater ial for the book. These include those from: ] a
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Brookhill Nursery School 8/1
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Denehurst Day Nursery ]. C
Eastwood Nursery School and Centre for Children and Families op
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Modern Montessori International Croydon rig
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Purley Nursery School t ©
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Ridgeway Primary School c
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Rowangate Primary School raw
Sure Steps Nursery -H
Telten Montessori Nursery School ill G
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Whytebeams Nursery School ba
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Childminding Team, South Gloucestershire d
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Consultant Community Pediatrician, Milton Keynes atio
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I would also like to thank these specific indi vidu als who agreed to share ld
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their partic u lar stories: gs, L
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Claire, Irina, Louise, Annette, Julie, Emma, Becca, Caroline, Paula, Kelly, . N
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Joanna, Suzanne, Chinwe, Mami, Maxine, Frances, Noreen, Jade, Kelly, t to
b
Anusha, Polijana, Muna, Adam, Nyani, George, Pam, Caron, Janice, Danielle, e re
d
JulieN, Vo icbkoyo,k a insd w Arnitnte. nT hbayn ak ysionug lseo pmeurscohn f,o irt yiso uar psruopcpeosrst .of collab or a tion, istribu
te
support and joint think ing. Some key indi vidu als have made this process d o
more manage able for me. The website, ‘Education in England: the history of r m
o
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our schools’, developed by Derek Gillard, has made access to original docu- ifie
ments, includ ing reports and parlia ment ary papers, a simple and straight- d in
forward process. an
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