Show simple item record

dc.contributor.authorMengoni, Silvana
dc.contributor.authorOates, John
dc.date.accessioned2015-01-19T09:32:44Z
dc.date.available2015-01-19T09:32:44Z
dc.date.issued2014-11
dc.identifier.citationMengoni , S & Oates , J 2014 , ' A tool to record and support the early development of children including those with special educational needs or disabilities ' , Support for Learning , vol. 29 , no. 4 , pp. 339-358 . https://doi.org/10.1111/1467-9604.12068
dc.identifier.issn0268-2141
dc.identifier.otherPURE: 7827856
dc.identifier.otherPURE UUID: 5085ef10-25ea-4d59-ba1b-bb925c2431db
dc.identifier.otherScopus: 84920809116
dc.identifier.urihttp://hdl.handle.net/2299/15231
dc.description.abstractEarly intervention is key for children with special educational needs or disabilities (SEND), and therefore early assessment is crucial. Information from parents about children's current ability and their developmental history can make valid and useful contributions to developmental assessments. Parental input is also important in early education for children with and without SEND. In England, recent changes to statutory guidance for early education highlight partnership working with parents, progress checks and continuous observation. The Early Years Developmental Journal (EYDJ), an Early Support tool primarily aimed at families, aims to support early identification and assessment for children with SEND and early education for all children. The article describes Early Support to provide a backdrop and then outlines the purpose, structure and rigorous development process of the EYDJ. Use of the EYDJ to support parents, early years education practitioners, health visitors, developmental assessments and the forthcoming English special educational needs (SEN) reforms is also describeden
dc.language.isoeng
dc.relation.ispartofSupport for Learning
dc.rightsOpen
dc.titleA tool to record and support the early development of children including those with special educational needs or disabilitiesen
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionCentre for Lifespan and Chronic Illness Research
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Life and Medical Sciences
dc.description.versiontypeSubmitted Version
dcterms.dateAccepted2014-11
rioxxterms.versionSMUR
rioxxterms.versionofrecordhttps://doi.org/10.1111/1467-9604.12068
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record