Caroline Jones is Co-ordinator of the Early Years Foundation Degree at the University of Warwick, Institute of Education. She provides consultancy at home and abroad for local education authorities and voluntary, independent and private early years settings. Caroline, an experienced teacher, owns a group of early childhood settings based on school sites in the Midlands.

• Acknowledgements Introduction Chapter 1Labels, language and inclusion Chapter 2Early identification and assessment Chapter 3A graduated model of assessment and provision Chapter 4The Changing Role of the Special Educational Needs Co-ordinator (SENCO) Chapter 5Developing inclusive policy and practice Chapter 6Parents, children and professionals working together Chapter 7Beyond the Paintpots : Inclusion and Learning Support Assistants Useful Addresses References

Caroline Jones is Co-ordinator of the Early Years Foundation Degree at the University of Warwick, Institute of Education. She provides consultancy at home and abroad for local education authorities and voluntary, independent and private early years settings. Caroline, an experienced teacher, owns a group of early childhood settings based on school sites in the Midlands.

• Acknowledgements Introduction Chapter 1Labels, language and inclusion Chapter 2Early identification and assessment Chapter 3A graduated model of assessment and provision Chapter 4The Changing Role of the Special Educational Needs Co-ordinator (SENCO) Chapter 5Developing inclusive policy and practice Chapter 6Parents, children and professionals working together Chapter 7Beyond the Paintpots : Inclusion and Learning Support Assistants Useful Addresses References

Caroline Jones is Co-ordinator of the Early Years Foundation Degree at the University of Warwick, Institute of Education. She provides consultancy at home and abroad for local education authorities and voluntary, independent and private early years settings. Caroline, an experienced teacher, owns a group of early childhood settings based on school sites in the Midlands.

• Acknowledgements Introduction Chapter 1Labels, language and inclusion Chapter 2Early identification and assessment Chapter 3A graduated model of assessment and provision Chapter 4The Changing Role of the Special Educational Needs Co-ordinator (SENCO) Chapter 5Developing inclusive policy and practice Chapter 6Parents, children and professionals working together Chapter 7Beyond the Paintpots : Inclusion and Learning Support Assistants Useful Addresses References