Small Steps: The Inclusion of Young Children With Disabilities in Australia, Greece, and Malaysia

Abstract

Although international research has accumulated significant evidence on inclusive practices and their benefits for children, how this translates into early childhood settings is often unsatisfactory within and across countries. Against the background of general acceptance of the principles incorporated in the Convention on the Rights of Persons With Disabilities, we examine how 3 countries who are signatories to this convention, Australia, Greece, and Malaysia, are making progress towards inclusion in early childhood. Using an implementation science framework, the key components of enabling contexts, research-based practices, and effective implementation supports are explored. In this framework, each of these components is essential for achieving the desired outcomes of inclusion. The country profiles of Australia, Greece, and Malaysia are examined (including similarities and differences in legislation, policies, early childhood services, and practices) in an effort to support understanding of factors facilitating and challenging early childhood inclusion.

Greek adaptation of the teachers’ Attitudes Towards Teaching All Students (ATTAS-mm) scale

“…Nonetheless, there are still important obstacles in the implementation of inclusive education (Kypriotaki and Pieridou, 2018). In fact, “the country lacks an agreed-upon framework for defining and implementing inclusive services and practices” (Warren et al, 2021: p. 173); most of these obstacles are associated with the attitudes and perceptions of educators. Consequently, it is of primary importance to assess their attitudes not only as a means of prevention and early intervention but also as a means of implementing teaching for all, especially in mainstream education classes, where educators need to be capable of implementing and “safeguarding” the equal participation of all students as well as the acceptance of difference among peers (Saloviita, 2015).…”