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Settings For Children: Collaboration across services and settings is a goal for the future, but we might also think about the benefits, the developments in our knowledge base which could be derived from a more collaborative model for research in this field. We have already seen examples of this, where parents have 'told their stories about their children' as part of a project (Athey 1990). So much research in the past has been based on data collected in restrained settings by 'strangers', whereas observations by those who know the children well are more likely to be infused with a more intimate understanding of the meanings the child attributes to particular behaviours and events.
In classrooms and other learning settings for children in the early years, teachers and other educators are having to face increasingly complex organisational and pedagogical demands. These demands are also being faced in a climate of incessant flux and change (Fullan 1993). The problems presented by these many demands are particularly pronounced in the area of physical education for children with special educational needs (Doll-Tepper et al. 1991), and it is probable that children with DCD do not have some of their priority educational and physical needs met by those designated to work with them (see David and Nurse's chapter in Teaching Children).
Through a discussion of these themes, I hope that the value of early intervention will be seen as unequivocal. At the same time, I would want to caution against 'medicalising' (Oliver 1990) the needs of young children with DCD, or any other kind of special educational need for that matter. Very young children experiencing difficulties in motor development and their families are especially vulnerable to clinical understandings and constructions of disability presented to them by some professionals. To counter such perspectives on disability it is important to keep in mind that children have an intrinsic need to be included with their friends and peers, particularly in educational settings.
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