′A ′must buy′ for anyone interested in inclusive education in the early years′ - SENCO Update

′Refreshingly, in this book, inclusion is not about a narrow group of students defined as ′special′ but about increasing the participation of everybody involved in early years settings.′ - Tony Booth, Professor of Inclusive and International Education Canterbury Christ Church University

′Fascinating reading ... I will be recommending this book to colleagues and adding it to my essential reading list for students′ - Nursery World

′A very helpful book which both challenges and informs... [It] brings together important evidence to help us find a positive way forward′ - Early Education

′Well-written and accessible... The book is rich with the reported experiences and ideas of educators and provides clear pointers for further research and discussion.′ - Support for Learning

This insightful text shows how practices in a range of early years settings can be influenced by the attitudes and responses of adults in those settings. The authors argue for a broad definition of inclusion, not limited to those with learning difficulties or impairment, but addressing factors affecting all members of the learning community. The book presents a number of original stories (generated from a recent research project carried out by the authors) of how the lives of practitioners, parents and children have been affected by inclusive and non- inclusive practices.

This new and revised edition includes an increased focus on:

" inclusion as a political issue

" social class

" poverty

" children′s rights

" the inclusion of gay and lesbian parents and staff

This is an essential text for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and develop their own inclusive practices.