Being a SEND advocate in the early years

Q: What does this research mean for the field?

Early years practitioners can act as effective champions for inclusion to enable children with Special Educational Needs and Disabilities (SEND) to reach their full potential in inclusive environments. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

Meggie Fisher

doi:10.12968/eyed.2026.24.24.03

September 8, 2026Early Years Educator

Being a SEND advocate in the early years

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Key Points

To outline strategies for early childhood practitioners to champion inclusion and support children with special educational needs and disabilities in reaching their full potential.
Practice-based review analyzing the role of early childhood educators as inclusion advocates.
Examination of environmental adaptations and pedagogical approaches supporting children with special educational needs and disabilities.
Emphasizes the critical need for proactive practitioner advocacy to remove learning barriers in early childhood settings.
Identifies inclusive pedagogical practices that facilitate equitable participation and developmental progress for diverse learners.

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Implication

Practice review explores inclusive advocacy strategies for early years practitioners, highlighting approaches to optimize potential in children with special educational needs.

Abstract

How can practitioners be a true champion for inclusion and enable children with SEND to reach their potential in an inclusive environment?

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Cite This Study

Meggie Fisher (2026) studied this question.

synapsesocial.com/papers/6aa27aca58559d80afc73a1c https://doi.org/10.12968/eyed.2026.24.24.03

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Being a SEND advocate in the early years

Key Points

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Implication

Abstract

Discussion

Cite This Study

Being a SEND advocate in the early years

Key Points

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Implication

Abstract

Discussion

Cite This Study

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