An exploration of how early years settings support children aged two to five years with Special Educational Needs

Skinner, Elaine (2014) An exploration of how early years settings support children aged two to five years with Special Educational Needs. BA dissertation, University of Portsmouth.

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    Abstract

    The provision of early education and care for children with Special Educational Needs (SEN) is continuously and rapidly changing. Over the past 40-50 years children with SEN have progressed from being considered uneducable to recognised and valued as important children with the same rights as every other child. This literature review explores process of identifying children with SEN and the support that is provided. The Early Years Foundation Stage (EYFS) is under focus with regards to how aspects such as inclusive practice and assessment are actively supporting children with SEN. Furthermore the principles of the EYFS; unique child, positive relationships, enabling environments and learning and development, are discussed in terms of how they enable practitioners to support children with SEN learning and development. The graduated response to the identification of SEN; monitoring progress, Early Years Action and Early Years Action Plus, is discussed as well as how multi- agency teams are accessed and their role in supporting not only the child with SEN but also their parents who play a crucial role throughout the identification and support of SEN.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Education and Childhood Studies
    Depositing User: Jane Polwin
    Date Deposited: 15 Jul 2015 16:43
    Last Modified: 15 Jul 2015 16:43
    URI: http://eprints.port.ac.uk/id/eprint/17716

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