This accessible text provides guidance on the inclusion of young children with special educational needs or disabilities in a variety of early education settings. The author highlights the complexity of early identification and assessment of children described as having special educational needs. Practitioners are encouraged to consider make exclusion visible and consider important questions relating to the language and values underpinning the early years policy and practice. The emphasis is on inclusion as a process aimed at supporting young children and their families in order to enable all children with SEN or disabilities the opportunity to participate in activities available to all children in an inclusive learning environment. The author promotes the development of inclusive early years cultures where inclusion of all children is regarded as a right rather than an option. The text has implications for the teaching and learning of all young children not only those perceived as having special educational needs. The theoretical perspectives are supported by examples based on concerns and experiences of parents, children, and practitioners. It is essential reading for those working or intending to work with young children. Following an introduction, this book is divided into the following seven chapters: (1) Labels, Language and Inclusion; (2) Early Identification and Assessment; (3) A Graduated Model of Assessment and Provision; (4) The Changing Role of the Special Educational Needs Co-Ordinator (SENCO); (5) Developing Inclusive Policy and Practice; (6) Parents, Children and Professionals Working Together; and (7) Beyond the Paintpots: Inclusion and Learning Support Assistants. A list of useful addresses and a list of references are also included.