Abstract
This article first offers an overview of policy contexts in the four countries of the UK. Second, it reviews recent research into perspectives on special educational needs and inclusion in the preschool years. Third, the rationale and research design of a study to investigate preschool educators’ perspectives on these issues are outlined. Five key themes are discussed: their personal experiences; their professional development; their views of childhood; their thoughts on inclusion and exclusion, and their beliefs and practices around the roles of parents. The article concludes with discussion of the importance of greater cross-system understanding of curriculum, pedagogy and educational ethos and identifies the need for further research.
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