The knowledge and practices associated with improved outcomes for readers have yielded converging evidence about practices associated with improved reading outcomes for primary students. This considerable intervention knowledge can be beneficial for English teachers working with struggling secondary readers. Fluency is one critical element that…

Early intervention is key for children with special educational needs or disabilities (SEND), and therefore early assessment is crucial. Information from parents about children's current ability and their developmental history can make valid and useful contributions to developmental assessments. Parental input is also important in early…

Young children with autism benefit from various adaptations made to an early childhood classroom. This article includes modifications for both teacher-directed and child-initiated activities. Adaptations are given for the classroom environment, daily schedule, sensory needs, transitions and general teaching strategies. The techniques described are…

The purpose of this article is to present early childhood educators, college pedagogical instructors and kindergarten teachers with the idea of using movement education activities as a means of teaching basic concepts in different disciplines. The programme consists of college courses that included the new approach (RRA--Role Reversal Approach) in…

This paper looks at recent trends in Government policy and practice around supporting and involving parents of children with disabilities and special educational needs (SEN) in their care, development and education. In particular, the paper examines the opportunities offered in the Children's Plan ( DCSF, 2007) and "Aiming High" (HM TreasuryDfES,…

In the 1990s, the developing field of early intervention with young children with disabilities and their families adopted family-centred practice as its philosophical foundation. Family-centred practice includes three key elements: (1) an emphasis on strengths, not deficits; (2) promoting family choice and control over desired resources; and (3)…

The influence of social status on child development has been the subject of research for several decades, with children who are not accepted by their peers being shown to be at risk of a range of difficulties both at the time and in later life. Strong links have also been established between behaviour and social status. A small-scale action…

In this article Hannah Mortimer explores how even very young children can be consulted and included when planning for their education and needs. This allows early years practitioners to ensure that the children they support have equal opportunities, feel involved and successful in their learning and play, and are given activities and interventions…