IntroductionEarly years providers, regardless of their type, size or funding, must comply with the legal requirements set out within the Early Years Foundation Stage childhood (EYFS) to meet the needs of all children in the setting. (DCSF 2008a, p. 11). The aim of this report is to critically evaluate special educational needs policy used in a context that supports anti-discriminatory practices and promotes inclusion (Appendix 2). Against the backdrop of a faith-based early childhood in Dewsbury. The Warnock Report (Special Educational Needs 1978) introduced the concept of 'inclusion' in the form of 'integration' in relation to children with special educational needs, suggesting that mainstream settings would be preferable to 'special schools'. . Gates and Edwards (2007) point out, prior to this report, that the terms "disabled" or "educationally subnormal" were acceptable terms, based on an apparent culture of a medical model, in which the disabled person is the problem. , governed by his disability. An example might be a child being labeled with Down syndrome as an identifying characteristic, instead of their name (Courtman 2010). As legislation continues to evolve, so do attitudes towards disability. The Disability Discrimination Act 2005 sets out the obligations of employers and many public services. Further changes came from the Educational Needs and Disability Act 2001. It became illegal to discriminate against children with disabilities, and in 2004 "reasonable adjustments" were supposed to improve disabled people's access to the physical environment. The introduction of the Children Act 2004 saw the introduction of the Every Child Matters (ECM) initiative (DCFS 2008d). Additionally, the publication Removing Barriers to Achievement......middle of article......reevaluates and challenges anti-discrimination practices on a cultural level, but changing the attitudes of others can be difficult but not impossible. Article 23 of the United Nations Convention on the Rights of the Child (UNCRC) (UNICEF 2007, online) recognize that a child's disability should not reduce the child's right to education and that Children with any type of disability have the right to special care and support. Equality of opportunity means that every individual in society has opportunities for success and fulfillment that are as good as the opportunities experienced by others” (Griffin 2008, p.12).TTRB (2009) Models of Disability and special educational needs. [Online]. Available: http://sen.ttrb.ac.uk/ViewArticle2.aspx?Keyword=Special+Educational+Needs&SearchOption=Phrase&SearchType=Keyword&RefineExpand=1&ContentId=15708 [27/12/2010]