Authored by Wolfendale, Sheila

• Chapter 1 The State and Status of Special Educational Needs in the Early Years, Sheila Wolfendale; Chapter 2 A Pre-school Assessment Model, Moira Challen; Chapter 3 STAR Children’s Centre – Comprehensive Working with Young Children with Special Needs, Cathy Hamer; Chapter 4 Play, Assessment and Culture, Zahirun Sayeed, Ellen Guerin; Chapter 5 The Multidisciplinary Assessment of Under-Fives with Cerebral Palsy, Mark Fox; Chapter 6 The Special Educational Needs of Children with Down’s Syndrome, Stephanie Lorenz; Chapter 7 Early Years: The Integration of the Visually Impaired Child, Mary Burke; Chapter 8 Supporting Deaf Children in the Early Years: An Inclusive Approach, Mary Robinson; Chapter 9 Language Impairment in Pre-schoolers, Lesley Fleming, Sue Sheppard; Chapter 10 Provision for Special Educational Needs in the Early Years: Policy and Procedures within one LEA, Janine Wooster, Ann Warn; Chapter 11 Principles into Practice: An Assessment Framework for Educational Psychologists, Fiona Barnett, Loraine Hancock, Julia Hardy, Marianne McCarthy; Chapter 12 Surveying Professional Practice in Early Years: Multi-disciplinary Assessment Teams, Hannah Mortimer; Chapter 13 Educational Psychologists and Inter-agency Collaboration for Pre-school Children, Karen Hobson; Chapter 14 ‘All Young Children Have Needs’, Jo Goodall; Chapter 15 Inclusive Education for Children with Special Educational Needs in the Early Years, Chris Lloyd;

Authored by Wolfendale, Sheila

• Chapter 1 The State and Status of Special Educational Needs in the Early Years, Sheila Wolfendale; Chapter 2 A Pre-school Assessment Model, Moira Challen; Chapter 3 STAR Children’s Centre – Comprehensive Working with Young Children with Special Needs, Cathy Hamer; Chapter 4 Play, Assessment and Culture, Zahirun Sayeed, Ellen Guerin; Chapter 5 The Multidisciplinary Assessment of Under-Fives with Cerebral Palsy, Mark Fox; Chapter 6 The Special Educational Needs of Children with Down’s Syndrome, Stephanie Lorenz; Chapter 7 Early Years: The Integration of the Visually Impaired Child, Mary Burke; Chapter 8 Supporting Deaf Children in the Early Years: An Inclusive Approach, Mary Robinson; Chapter 9 Language Impairment in Pre-schoolers, Lesley Fleming, Sue Sheppard; Chapter 10 Provision for Special Educational Needs in the Early Years: Policy and Procedures within one LEA, Janine Wooster, Ann Warn; Chapter 11 Principles into Practice: An Assessment Framework for Educational Psychologists, Fiona Barnett, Loraine Hancock, Julia Hardy, Marianne McCarthy; Chapter 12 Surveying Professional Practice in Early Years: Multi-disciplinary Assessment Teams, Hannah Mortimer; Chapter 13 Educational Psychologists and Inter-agency Collaboration for Pre-school Children, Karen Hobson; Chapter 14 ‘All Young Children Have Needs’, Jo Goodall; Chapter 15 Inclusive Education for Children with Special Educational Needs in the Early Years, Chris Lloyd;

Authored by Wolfendale, Sheila

• Chapter 1 The State and Status of Special Educational Needs in the Early Years, Sheila Wolfendale; Chapter 2 A Pre-school Assessment Model, Moira Challen; Chapter 3 STAR Children’s Centre – Comprehensive Working with Young Children with Special Needs, Cathy Hamer; Chapter 4 Play, Assessment and Culture, Zahirun Sayeed, Ellen Guerin; Chapter 5 The Multidisciplinary Assessment of Under-Fives with Cerebral Palsy, Mark Fox; Chapter 6 The Special Educational Needs of Children with Down’s Syndrome, Stephanie Lorenz; Chapter 7 Early Years: The Integration of the Visually Impaired Child, Mary Burke; Chapter 8 Supporting Deaf Children in the Early Years: An Inclusive Approach, Mary Robinson; Chapter 9 Language Impairment in Pre-schoolers, Lesley Fleming, Sue Sheppard; Chapter 10 Provision for Special Educational Needs in the Early Years: Policy and Procedures within one LEA, Janine Wooster, Ann Warn; Chapter 11 Principles into Practice: An Assessment Framework for Educational Psychologists, Fiona Barnett, Loraine Hancock, Julia Hardy, Marianne McCarthy; Chapter 12 Surveying Professional Practice in Early Years: Multi-disciplinary Assessment Teams, Hannah Mortimer; Chapter 13 Educational Psychologists and Inter-agency Collaboration for Pre-school Children, Karen Hobson; Chapter 14 ‘All Young Children Have Needs’, Jo Goodall; Chapter 15 Inclusive Education for Children with Special Educational Needs in the Early Years, Chris Lloyd;