ABSTRACT
In this chapter I will firstly consider who are the children with ‘special educational needs’? The assessment and identification of these children and the involvement of their parents will be explored. Ways of dealing with the barriers to inclusive education will be considered through the experiences and views of parents of young children with learning difficulties or disabilities. The parents, whose views are presented, have been active in promoting inclusive education for their children. The notion of inclusive education will then be linked to a human rights perspective on education and society. The ways in which early years settings and mainstream classes can adapt the curriculum will be explored and linked to a commitment to the inclusion of all children.
