Early childhood education and special needs education: some neglected common ground?
Early childhood education and special needs education: some neglected common ground?
Early years education and special needs education have been the focus of UK government interest in recent years, with a strong emphasis on 'joined up thinking' across professional boundaries in order to plan and provide cohesive and increasingly inclusive programmes of education and care. This article considers the potential for joined up thinking and action across the early years and special needs education domains with the argument that there is often neglected common ground between the two, such as the shared need for a holistic perspective, partnership with parents, multidisciplinary collaboration and developmentally appropriate practice. Examples are provided from the UK context but the debates are relevant more widely. The article ends with an exploration of why this potential has often not been realised, arguing that separate histories and vulnerabilities and a desire to avoid parallel stigma are partly responsible.
77-90
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
2002
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Nind, Melanie
(2002)
Early childhood education and special needs education: some neglected common ground?
Westminster Studies in Education, 25 (1), .
(doi:10.1080/01406720220121219).
Abstract
Early years education and special needs education have been the focus of UK government interest in recent years, with a strong emphasis on 'joined up thinking' across professional boundaries in order to plan and provide cohesive and increasingly inclusive programmes of education and care. This article considers the potential for joined up thinking and action across the early years and special needs education domains with the argument that there is often neglected common ground between the two, such as the shared need for a holistic perspective, partnership with parents, multidisciplinary collaboration and developmentally appropriate practice. Examples are provided from the UK context but the debates are relevant more widely. The article ends with an exploration of why this potential has often not been realised, arguing that separate histories and vulnerabilities and a desire to avoid parallel stigma are partly responsible.
This record has no associated files available for download.
More information
Published date: 2002
Identifiers
Local EPrints ID: 9795
URI: http://eprints.soton.ac.uk/id/eprint/9795
ISSN: 0140-6728
PURE UUID: d7648ec5-9d26-42be-b245-8114d55b0878
Catalogue record
Date deposited: 20 Oct 2004
Last modified: 16 Mar 2024 03:41
Export record
Altmetrics
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
