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Early childhood education and special needs education: Some neglected common ground?

Nind, Melanie (2002). Early childhood education and special needs education: Some neglected common ground? Westminster Studies in Education, 25(1) pp. 77–90.

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Abstract

Early years education and special needs education have been the focus of UK government interest in recent years, with a strong emphasis on 'joined up thinking' across professional boundaries in order to plan and provide cohesive and increasingly inclusive programmes of education and care. This article considers the potential for joined up thinking and action across the early years and special needs education domains with the argument that there is often neglected common ground between the two, such as the shared need for a holistic perspective, partnership with parents, multidisciplinary collaboration and developmentally appropriate practice. Examples are provided from the UK context but the debates are relevant more widely. The article ends with an exploration of why this potential has often not been realised, arguing that separate histories and vulnerabilities and a desire to avoid parallel stigma are partly responsible.

Item Type: Journal Article
Copyright Holders: 2002 Taylor & Francis Ltd
ISSN: 1470-1359
Academic Unit/Department: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 859
Depositing User: Users 12 not found.
Date Deposited: 25 May 2006
Last Modified: 04 Oct 2016 09:43
URI: http://oro.open.ac.uk/id/eprint/859
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