By Tim Waller

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The Disability Movement makes it clear that the effective removal of impairments is rare, but a great deal more can be achieved by removing those barriers, which include not only the physical environment, but also associated policies and attitudes. This sentiment was made law within the provisions of the Special Educational Needs and Disability Act (2001) and this has wide implications for the inclusion of children who were excluded from mainstream institutions for reasons of accessibility. Accessibility mirrors our interpretation of inclusion as a varied and individual concept.

2003: 8). , 2003: 8). Indeed as Butcher (2002: 189) states: ‘the collaborative imperative is “at the heart” of the framework for change’. Thus, integrated services are at the heart of the government initiative Every Child Matters and the Children Act 2004 provides the legal framework to facilitate the programme of change over the next 10 years. For students and practitioners in the early years this is an exciting and challenging time as the importance of government policy that involves ‘joined up thinking’ and collaborative working becomes integral for improved outcomes for all children.

Effective early years practitioners will be those professionals who are able to look beyond labels, diagnoses and particular settings and look to individual factors to ensure the child with SEN is both prepared for and accepted within society. 9595 CHAP 3 27-38 16/6/05 8:56 am Page 38 38 An introduction to early childhood ISSUES FOR REFLECTION AND DISCUSSION 1. What are the benefits of early intervention? 2. Consider the current debate regarding the inclusion of pupils with Behavioural Emotional and Social Difficulties (BESD) in mainstream settings.

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