Summary
Contents
Subject index
Praise for the First Edition
“A remarkable reference resource. It is, without a doubt, the most absorbing and easily absorbed book we have seen, setting out the most comprehensive survey of the history, definitions, needs of carers and sufferers, issues of diagnosis, and much, much more.” - Nurturing Potential
This new edition of the leading book in autism and early years practice continues to provide excellent guidance for all early childhood students and practitioners on how to work with young children who have autism, or who appear on the autistic spectrum.
Kate Wall's wise words will resonate with all, as she sets out clear and realistic suggestions for ways to include young children with autism in mainstream settings, supporting her advice with case studies based on her own experience as a practitioner. Each chapter also looks at key issues and offers suggestions for discussion.
Highlights of the new edition include:
Coverage of the latest developments in research; Reference to current early years legislation; Reference to the Early Years Foundation Stage (EYFS); New case studies, covering the full Birth to 8 age range; New suggestions for further reading
Every early childhood student and early childhood practitioner needs this book; it is an invaluable guide to best practice when working with young children with such particular needs.
Mainstream or Special? Issues of Inclusion
Mainstream or Special? Issues of Inclusion
This chapter covers:
- exploring definitions of inclusion;
- discussing the range of provision available for children with autism;
- identifying and analysing issues related to inclusion.
Introduction
Issues of inclusion continue to be a focus for debate: inclusion in society, in the workplace, in the local community, in school and in early years settings. Within this chapter a brief history of inclusion will be presented to place later discussions in context. Combined with the knowledge of autism gained from previous chapters, practitioners should be placed in a more informed position to consider issues of inclusion.
Historically, early years providers have been accommodating of all children and have sought to provide the best for each and every child. However, is it realistic to expect practitioners to provide effectively and appropriately for the ...
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