SPECIAL EDUCATIONAL NEEDS IN THE EARLY YEARS

1998 ◽  
Author(s):  
Ruth A Wilson
Keyword(s):  
Educational Needs ◽  
Early Years ◽  
Special Educational Needs

Special educational needs must be identified and supported earlier

2019 ◽  
Vol 21 (6) ◽  
pp. 7-7 ◽  
Author(s):  
Jane Nolan
Keyword(s):  
Educational Needs ◽  
Early Years ◽  
Special Educational Needs ◽  
Complex Needs ◽  
Mainstream Education

As more children with complex needs find themselves in mainstream education, it is crucial that trusts and schools provide guidance for all early years professionals.

Understanding Special Educational Needs and Disability in the Early Years

2017 ◽  
Author(s):  
Janice Wearmouth ◽  
Abigail Gosling ◽  
Julie Beams ◽  
Stephanie Davydaitis
Keyword(s):  
Educational Needs ◽  
Early Years ◽  
Special Educational Needs

scholarly journals Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile

2021 ◽  
Author(s):  
Amy Louise Atkinson ◽  
Liam Hill ◽  
Katherine Pettinger ◽  
John Wright ◽  
Anthony Hart ◽  
...  
Keyword(s):  
School Readiness ◽  
Motor Skills ◽  
Academic Language ◽  
Educational Needs ◽  
Early Years ◽  
School Entry ◽  
Special Educational Needs ◽  
Good Level ◽  
At Risk Children ◽  
Academic Assessments

This study examined the predictive validity of holistic school readiness evaluations using the ‘good level of development’ outcome from the Early Years Foundation Stage Profile (EYFSP). The EYFSP assesses a range of abilities at school entry including academic, language, socio-emotional, and motor skills. In particular, we examined whether the assessment predicted reading, writing, maths, and science ability two years later and special educational needs (SEN) status (N=5,833 – 8,352). Children who reached a good level of development had higher odds of performing at expected (vs. below expected) levels on later academic assessments. This was particularly true for children with SEN. Reaching a good level of development also increased the odds of performing at above expected (vs. expected) levels on the academic assessments and lowered the odds of requiring SEN support. This demonstrates that holistic school readiness evaluations are powerful tools that can identify ‘at-risk children’.

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