This book identifies and discusses key research studies of inclusion in the early years. Drawing on studies of practitioners’ views and experiences of working inclusively, authors Cathy Nutbrown and Peter Clough show how practices in a range of early years settings can be influenced by the attitudes and responses of practitioners. The authors demonstrate how discussion of inclusion need not be limited to issues affecting children with learning difficulties or impairment, but should address factors affecting all members of the learning community. The book highlights elements which can make inclusion successful including curriculum and pedagogy, professional development, and work with parents. The authors review a number of international studies and present original research into practitioners’ attitudes and practices. Views of parents, children, and practitioners are also presented.

Key Studies on Including Young Children with Learning Difficulties

Key studies on including young children with learning difficulties


Having established the broad terrain of inclusion in the early years, this chapter seeks to acknowledge that, while the specific issues which relate to children with learning difficulties or those defined as having ‘special educational needs’ are only part of the full picture of inclusion in the early years, they are often distinct and – without doubt – important. Indeed, our extensive search in the literature for inclusion topics in early years reveals very little work which locates itself in the field of inclusion which is not SEN and/or disability focused.

Reflecting this almost exclusive occupation with learning difficulties, therefore, this chapter reviews international research relating to issues which ...

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