The chapters in this work describe and explore: contemporary assessment and intervention work with young children with Down's Syndrome, and with hearing, vision, physical and language special needs; the ways in which policies are being translated into practice; and inter-agency co-operation.
The chapters in this work describe and explore: contemporary assessment and intervention work with young children with Down's Syndrome, and with hearing, vision, physical and language special needs; the ways in which policies are being translated into practice; and inter-agency co-operation.
Chapter 1 The State and Status of Special Educational Needs in the Early Years Sheila Wolfendale; Chapter 2 A Pre-school Assessment Model Moira Challen; Chapter 3 STAR Children's Centre - Comprehensive Working with Young Children with Special Needs Cathy Hamer; Chapter 4 Play Assessment and Culture Zahirun Sayeed Ellen Guerin; Chapter 5 The Multidisciplinary Assessment of Under-Fives with Cerebral Palsy Mark Fox; Chapter 6 The Special Educational Needs of Children with Down's Syndrome Stephanie Lorenz; Chapter 7 Early Years: The Integration of the Visually Impaired Child Mary Burke; Chapter 8 Supporting Deaf Children in the Early Years: An Inclusive Approach Mary Robinson; Chapter 9 Language Impairment in Pre-schoolers Lesley Fleming Sue Sheppard; Chapter 10 Provision for Special Educational Needs in the Early Years: Policy and Procedures within one LEA Janine Wooster Ann Warn; Chapter 11 Principles into Practice: An Assessment Framework for Educational Psychologists Fiona Barnett Loraine Hancock Julia Hardy Marianne McCarthy; Chapter 12 Surveying Professional Practice in Early Years: Multi-disciplinary Assessment Teams Hannah Mortimer; Chapter 13 Educational Psychologists and Inter-agency Collaboration for Pre-school Children Karen Hobson; Chapter 14 'All Young Children Have Needs' Jo Goodall; Chapter 15 Inclusive Education for Children with Special Educational Needs in the Early Years Chris Lloyd;
Chapter 1 The State and Status of Special Educational Needs in the Early Years Sheila Wolfendale; Chapter 2 A Pre-school Assessment Model Moira Challen; Chapter 3 STAR Children's Centre - Comprehensive Working with Young Children with Special Needs Cathy Hamer; Chapter 4 Play Assessment and Culture Zahirun Sayeed Ellen Guerin; Chapter 5 The Multidisciplinary Assessment of Under-Fives with Cerebral Palsy Mark Fox; Chapter 6 The Special Educational Needs of Children with Down's Syndrome Stephanie Lorenz; Chapter 7 Early Years: The Integration of the Visually Impaired Child Mary Burke; Chapter 8 Supporting Deaf Children in the Early Years: An Inclusive Approach Mary Robinson; Chapter 9 Language Impairment in Pre-schoolers Lesley Fleming Sue Sheppard; Chapter 10 Provision for Special Educational Needs in the Early Years: Policy and Procedures within one LEA Janine Wooster Ann Warn; Chapter 11 Principles into Practice: An Assessment Framework for Educational Psychologists Fiona Barnett Loraine Hancock Julia Hardy Marianne McCarthy; Chapter 12 Surveying Professional Practice in Early Years: Multi-disciplinary Assessment Teams Hannah Mortimer; Chapter 13 Educational Psychologists and Inter-agency Collaboration for Pre-school Children Karen Hobson; Chapter 14 'All Young Children Have Needs' Jo Goodall; Chapter 15 Inclusive Education for Children with Special Educational Needs in the Early Years Chris Lloyd;
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