Special Educational Needs in the Early Years

Special Educational Needs in the Early Years

Special Educational Needs in the Early Years

Special Educational Needs in the Early Years

Synopsis

How can we help children with special needs become active learners? 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.

Excerpt

Each book in this series focuses on a specific curriculum area. The series relates relevant learning theory or a rationale for early years learning to the practical development and implementation of subject-based topics and classroom activities at the infant level (i.e., Reception, Year 1, Year 2). It seems that the majority of existing books on primary education and the primary curriculum focus on pupils aged 7-11 years. It is hoped that this series presents a refreshing and much needed change in that it specifically addresses the first three years in school.

Each volume is intended to be an up-to-date, judicious mix of theory and practical classroom application, offering a wealth of background information, ideas and advice to all concerned with planning, implementing, monitoring and evaluating teaching and learning in the first three years in school. Theoretical perspectives are presented in a lively and interesting way, drawing upon recent classroom research findings wherever possible. Case studies and activities from a range of classrooms and schools illuminate many of the substantial issues related to the subject area in question.

Readers will find a similar pattern of contents in all the books in the series. Each discusses the early learning environment, transition from home- to school-based learning, and addresses the key questions of what this means for the early years teacher and the curriculum. Such discussion inevitably incorporates ideas on the knowledge which young children may have of subjects and an overview of the subject matter itself which is under scrutiny. As the thrust of the series is towards young children learning subjects, albeit in a holistic way, no doubt readers will wish to consider what is an appropriate content or rationale for the subject in the early years. Having considered young children as learners, what they are bringing into school in terms of prior knowledge, the teacher's task and the subject matter itself, each book then turns its attention to appropriate methods of planning, organising, implementing and evaluating teaching and learning activities. Crucial matters such as assessment, evaluation and record-keeping are dealt with in their own right, and are also referred to

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