Perspectives on Inclusion in Early Childhood

Abstract

Traditionally, early childhood education and special education needs policy developments have held a low status in national and international political agendas. However, over the recent decade, there has been an intense surge of political interest at international and national levels. This surge has resulted in an unprecedented number of educational policy reforms, policy documents, and opportunities for practice to develop and respond to these changes. Due to the considerable international interest in early childhood, paralleled with similar international interest in inclusive policies, this chapter aims to examine the way early childhood care and education (ECCE), early childhood education and care (ECEC), and/or early childhood education (ECE) policy shapes the attitudes and actions of those working with babies and young children. The chapter will open by introducing early childhood provision in the international context before moving to inclusion, defining inclusion, assumptions, attitudes, perceptions, and including children.

Early Childhood Special Education: A Hope for Lost Oysters

“…Extending this narrative, religious preachers, according to Hussain, Munir, and Ibrar (2020), hold the potential to guide the public on how to treat children with disabilities, fostering a compassionate and inclusive societal mindset. However, to translate these principles into tangible action, Schofield et al (2022) argue for the necessity of legislative measures, particularly in implementing early childhood special education within inclusive setups for children with special needs. Within this framework, the development and implementation of Individualized Education Programs (IEPs), as highlighted by Eilers (2023), attain a definite status, underscoring their significance in the early years of children with disabilities.…”