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With a wealth of case studies, reflective prompts, guidance and strategies, this toolkit aims to give all children the best chance of making progress by helping practitioners identify and celebrate all aspects of individual learners. It will help the reader champion neurodiversity-affirming practice and inclusion in early years education.
List of contents
Preface
Acknowledgments
Introduction
Chapter 1: Establishing a Child-Centred Approach to Requests for Support and Funding
Chapter 2: Basic Needs
Chapter 3: Wellbeing and Involvement
Chapter 4: Anti-Racist Practice
Chapter 5: Characteristics of Effective Teaching and Learning
Chapter 6: Communication
Chapter 7: Play
Chapter 8: Executive Function
Chapter 9: Sensory Reflection
Chapter 10: Child’s Voice
Chapter 11: Parent’s Views and Aspirations
Additional Forms
Index
About the author
Ann Lowe is an Early Years Inclusion Officer at Doncaster Council where she provides advice, support and a range of training on inclusive practice to early years settings, schools, childminders and SENCOs. Ann has been involved in early years teaching and inclusion for 18 years in a range of roles, including a teacher of early years in schools, SENCO in school, early years advisory teacher and area SENCO.
Stephen Kilgour is a SEND advisor and spends his time providing training on various aspects of SEND and child-centred assessment. Stephen taught in schools for 15 years, including seven years as a deputy head teacher. He is also an advisor for the Foundation Stage Forum (FSF) and Tapestry.
Summary
With a wealth of case studies, reflective prompts, guidance and strategies, this toolkit aims to give all children the best chance of making progress by helping practitioners identify and celebrate all aspects of individual learners. It will help the reader champion neurodiversity-affirming practice and inclusion in early years education.
