By creating an inclusive environment where children with SEND are treated equally with others, the whole setting benefits – but it isn’t always easy. By Gabriella Jozwiak

Can early years practitioners meet children’s differing educational needs without labelling them as different? Mary Warnock, who revolutionised the way children with special educational needs or disabilities were educated in the 1970s, complained that the term ‘SEND’ implied children belonged to one homogenous group, when in reality their needs are many and varied. And aside from the huge funding shortages for SEND children, if a child is lucky enough to get extra support there is a danger that this highlights what they are ‘unable’ to do, says Chris Collet, former Newman University lecturer in disability and inclusion in early years education.

Register now to continue reading

Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:

What's included

  • Free access to 4 subscriber-only articles per month

  • Unlimited access to news and opinion

  • Email newsletter providing activity ideas, best practice and breaking news

Register

Already have an account? Sign in here