ABSTRACT
This chapter provides some context for special educational needs. It begins by outlining what is meant by the term 'special educational needs' and which children this term might apply to. The chapter explores the historical context for special educational needs and disabilities so as to expose the dangers of viewing children as deficient. It focuses on the provision for children's care and holistic development in early years settings, whether this is in childcare, in day nurseries or in nurseries attached to mainstream schools. The chapter discusses government initiatives specific to this phase, the development of multi-agency working and some of the issues involved, including the considerable emphasis on the rights of parents and children to be included in decision-making about their provision. It considers the implications for children and their families as part of the multi-agency process and outlines the main aspects of the Code of Practice. The chapter explores the meaning of inclusion and the implications for practitioners.
