ABSTRACT
This chapter considers what is meant by the term 'special educational needs' and their implications for the inclusion of all children in early childhood education and care settings. It shows that a child is a child first and foremost, with his or her own strengths, abilities, interests and talents. The chapter illustrates that from birth, children communicate in multiple ways to give and receive information. It also details the educators to observe young children's development, and to recognise potential signs that a child may need early intervention or support. Children with physical disabilities are children first and foremost, and like all children, they need opportunities to make choices and do things for themselves, within the scope of their ability. A speech and language therapist or pathologist usually advises and supports children and families who need access to Augmentative and Alternative Communication.
