Early Identification of Special Educational Needs and the Definition of "At Risk": The Early Years Transition and Special Educational Needs (EYTSEN) Project

Autor/inn/en	Taggart, Brenda; Sammons, Pam; Smees, Rebecca; Sylva, Kathy; Melhuish, Edward; Siraj-Blatchford, Iram; Elliot, Karen; Lunt, Ingrid
Titel	Early Identification of Special Educational Needs and the Definition of "At Risk": The Early Years Transition and Special Educational Needs (EYTSEN) Project
Quelle	In: British Journal of Special Education, 33 (2006) 1, S.40-45 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.1467-8578.2006.00410.x
Schlagwörter	Identification; Special Education; Educational Needs; At Risk Persons; Preschool Children; Preschool Education; Cognitive Development; Social Development; Behavior Development; Nursery Schools; Parents + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Special needs education; Sonderpädagogik; Sonderschulwesen; Educational need; Bildungsbedarf; Risikogruppe; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitive Entwicklung; Soziale Entwicklung; Nursery school; Kindertagesstätte; Kindergarten; Eltern
Abstract	Education in the early years is a key element in the Government's current strategy. Recently, the Department for Education and Skills (DfES) funded a major study of Effective Provision of Pre-School Education (EPPE). The Early Years Transition and Special Educational Needs (EYTSEN) Project developed from the EPPE research and was also funded by the DfES. The authors of this article, Brenda Taggart, Pam Sammons, Rebecca Smees, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Karen Elliott and Ingrid Lunt, all worked on the EYTSEN Project, based at the Institute of Education, University of London. In this article, they provide a summary of the findings from the EYTSEN Project, reviewing the impact of pre-school provision on children said to be "at risk" of developing special educational needs. They suggest that pre-school experience has a positive impact on cognitive attainment and social or behavioural development and that integrated centres (where education and care are fully combined) and nursery schools have the most positive influence among the different forms of pre-school provision. This paper also discusses the identification of special educational needs; quality in pre-school centres; parents' perspectives; and future developments. The article closes with a call for improved training for practitioners working in early years settings. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10