Special Needs in the Early Years: Snapshots of Practice by Sheila Wolfendale
By Sheila Wolfendale
This e-book celebrates solid perform within the sector of early years and designated wishes through bringing jointly authors who're both practitioners or researchers, from a variety of diversified and various early years settings together with nurseries and devices offering specified provision. They describe their paintings with youngsters who've assorted and distinct specified wishes and disabilities.
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Extra info for Special Needs in the Early Years: Snapshots of Practice
Example text
She also recommended that Makaton be used more in the larger group, which empowered it as another means of communication, which all the children benefitted from. Transfer to school Despite having started early, due to delays in the information gathering process, the information was not in place for the September when Christina was due to start school. During that period, however, both her grandmother and the SENCO were liaising with the school. The headteacher of the school said they would prefer to take Christina in when they had the support worker in place.
Nowadays professionals recognize the importance of understanding the needs of sick children when hospitalized.
We assured Margaret that this would not happen and we think because of the trust that had developed between the centre and the family, Margaret’s fears were allayed and she understood and accepted our strategy to use signing and speech simultaneously. At all times we tried to keep Christina with her age group. Usually children are moved from the 0–2s room to the 2–3s room at age two and remain there until their third birthday. However we felt that Christina would benefit from an extra two months in the 0–2s room because of the more generous staff:children ratio, her particular needs at that time and because she was still only attending our centre for three days a week.