ABSTRACT
This chapter discusses the inclusion and integration of children with Special Educational Needs (SEN), but from the perspective of a single family with a child who has SEN and who has attended an Early Years setting. Depending on the type of SEN or medical interventions needed, there may be doctors or hospital appointments and visits to the child development centre (or unit). Most children will have SEN that are simpler, such as speech and language difficulties. The SEN Co-ordinator (SENCO) co-ordinates, facilitates and manages the SEN for the setting. Other practitioners will observe children with SEN in the setting and may see something that the SENCO has missed. Inclusion and inclusive practice are closely related to children with SEN and have a long history in the UK. Enabling and empowering children with SEN are a fundamental part of their inclusion.
