ABSTRACT
The purpose of nurseries and other pre-school facilities has been the subject of much controversy. Consider Nicky and Jason, and what this suggests about the needs of children of pre-school age, concentrating on the area of language. However, when the developmental gains of children attending pre-school provision are measured against those of non-attenders, the weight of evidence increasingly indicates that pre-school provision can be effective. In recent years people have seen a growth in formal, highly structured programmes for pre-school children with special needs. As with studies of the wider pre-school population, the evidence tends to support the involvement of parents as an important element of this success. This in itself adds legitimation to pre-school education for children with special needs. The range of pre-school provision is far from coherent. Pre-school provision is becoming, gradually, more integrated. Children with special needs in the pre-school age range must still be considered with respect to the needs of all children.
