Early years staff should prioritise improvements in children's communication skills because of the huge impact this will have on their quality of life, experts have said.
Researchers working with parents and nursery staff to understand the accessibility challenges for children with SEN in childcare have also recommended better support for families as toddlers transition to starting school.
Many families with pre-school children with special educational needs struggle to find appropriate childcare. The experts are working with families and professionals to identify ways of improving access.
Researchers have shared the findings with senior leaders in national organizations such as NASEN and with MPs on the House of Commons Education Committee as part of their inquiry on solving the SEND crisis
The team including Dr Angeliki Kallitsoglou and Dr Rebecca Georgis, from the University of Exeter, and nursery manager Cristina Motoca are working to identify key issues in accessing inner-city community daycare for children with SEND.
They have recommended childcare settings should ensure they have an "empathetic and transparent" communication policy during the admissions process. Early years professionals should receive training on how to foster a welcoming and nonjudgmental environment where parents feel heard, valued, and supported.
Parents facing significant challenges should get professional personalised support to guide them through available services and minimise the need for self-referral. This should include support through dedicated family liaison officers or key workers.
Parents who took part in the research said the prospect of transitioning from early years to primary school can be a source of distress. They were unsure about where to start when looking for schools, that could support their child's needs.
Dr Kallitsoglou said: "Effective exchange of information between daycare and primary school is crucial. This could include other professionals involved in the child's support. Early years settings could also focus on preparing children for primary school by helping them develop skills that can enhance their readiness for this next stage of education.
"Families should get more support to navigate the transition process and coordinate activities between the nursery and the host school with input by the group of professionals involved in the child's support."
Those who took part in the consultation said the current ECHR system felt like an "all-or-nothing" approach, with no middle ground. Researchers recommend the Government should consider the introduction of a documented intermediary support system that will precede the ECHP and the development of a transition framework and associated pathway with clearly defined roles and responsibilities for those involved in helping children.
Mothers who took part in the study reported sleep issues for children with autism, but noticeable improvements once they started attending nursery. Researchers recommend nurseries should have space for children to expend energy and learning opportunities to recognise and manage tiredness and stress cues which could lead to better sleep. Nursery staff should offer parents practical guidance and support on bedtime routines and managing sleep challenges at home.
The consultations were with five mothers, six practitioners, and senior leaders in Wandsworth, South London.
