In scope and spread this book deserves to become a standard text for policy-makers, practitioners, those in training and their tutors. I welcome this book for its coverage of typical and a-typical development in young children and its emphasis upon an ethical and principled approach to working with young children and their families.
Professor Sheila Wolfendale, Director of the Doctorate in Educational Psychology programme at the University of East London.
Most young children with additional educational needs are enrolled in their local childcare centre or pre-school. Whether they have delayed or advanced skills, many will need extra support from teachers and child care workers so that they can participate fully in these settings.
Educating Young Children with Additional Needs is a comprehensive guide to working with these children. It outlines how to recognise when young children have atypical needs, individualise relevant programs for them, and make sure that they can participate socially with other children in the group. It highlights the importance of teachers' and caregivers' responsiveness both to the children and their parents.
Individual chapters explain how to identify and meet the additional needs of children with vision or hearing impairments and those with difficulties acquiring motor, daily living, communication or intellectual skills. The emphasis is on assisting those with mild to moderate difficulties in any of these domains. The particular needs of gifted children are also explored.
Educating Young Children with Additional Needs is a valuable professional reference and student text for child care workers and pre-school teachers.
Table of Contents
Part I Foundations of early years education
1. Fundamentals of early education, Louise Porter, Flinders University
2. Collaborating with parents Louise Porter, Flinders University
3. Identification and assessment, Louise Porter, Flinders University
4. Individualising programs, Louise Porter, Flinders University
Part II Programming for atypical developmental needs
5. Vision, James D. Kenefick, Australasian College of Behavioural Optometrists
6. Motor skills, Margaret Sullivan, Paediatric physiotherapist
7. Daily living skills, Zara Soden, Flinders Medical Centre Adelaide
8. Hearing, Lindsay Burnip, Flinders University
9. Communication skills, Bernice Burnip, Flinders University
10. Cognitive skills, Louise Porter, Flinders University
11. Emotional and social needs, Louise Porter, Flinders University
12. Behaviour management, Louise Porter, Flinders University
Appendix I Common causes of aty
Louise Porter is a child psychologist with many years' experience of working with children. She lectures in the School of Education at Flinders University and is author of Student Behaviour, Gifted Young Children and Young Children's Behaviour, and co-author of Professional Collaboration with Parents of Children with Disabilities.