ABSTRACT
THIS CHAPTER AIMS to explore our practice with very young children with special needs and to provide an understanding of the issues surrounding inclusion, inclusive practice and special needs for early years professionals. As part of the introduction to this area, because it is such a complex field, a time-frame has been included to set developing policy, legislation and initiatives in context. In setting the context, terms will be defined and issues and perspectives reviewed. It will discuss inter-agency and trans-agency working and how these can be particularly pertinent when working with young children with special needs and their families. Educational inclusion may dominate the structure of the chapter, but it will also be of interest to other professionals working within any early years environment. It is anticipated that this chapter will enable readers to examine and debate their workplace practice and professional views critically, taking into account the role legislation, literature and research have on the development of inclusive practice and special needs within individual workplace settings. Through analysis and debate, the effectiveness of specific interventions and strategies within early years learning and teaching can be evaluated, alongside a reflection on how collaborative practice with other individuals supports parents, carers and the children themselves.
