Supporting Inclusion In Early Childhood Essay


Discuss about the Supporting Inclusion In Early Childhood Settings.


Inclusion in early childhood is a process to meet the needs of the children in their early stage of life. Inclusion in the childhood allows the disabled children to play, learn and develop themselves with other children. Supporting inclusion in early childhood removes the barrier between the child with a disability and normal children. Apart from this process supports the family members of the disabled children and they feel valued in the society. In according to Allen and Cowdery, (2015), every child has the ability to learn and develop themselves if they get a positive attitude by the society. This study deals with the importance, approach, and strength of the inclusion process in the early childhood of all children.

Early childhood is the phase of the individual’s life in which the physical and mental development of the children start (Irvin et al., 2017). However, every child has the capability to learn and they need the proper guidance and positive culture from the society. Education is a cognitive process that begins in the early childhood. Hence, supporting inclusion in the early childhood in the educational settings brings the children both the child with disability and normal to learn together. Inclusion in the education setting at the early stage of life helps the children to discover that they are more alike than different (Allen & Cowdery, 2015). However, according to the traditional educational process, the children having specific needs are isolated by the society and they learn through the different way in different educational sectors. Hence, inclusion program in early childhood builds their self-esteem and allows them to learn from other students in the educational settings. Learning from each other is important to minimize the discrimination between the disabled children and the normal children in the educational sectors at their early childhood. However, in the educational settings early inclusion process also give guidance to the teacher thus they enhance their skills and the experience, which is beneficial for the children (Syrj?m?ki et al., 2017).

Isolation of the disabled children from the other children in the educational sectors affects the mind of such children and also leaves the negative impact on their family. However, often in the younger stage normal people discriminate the disabled people. Hence, inclusion in the early childhood in the educational setting will reduce the root of exclusion between the special children and the abled children (Zhu & Hsieh, 2017). Therefore, it is justified that inclusion is crucial for the children in the educational settings in their early childhood. Inclusive education at the early stage of childhood deliver the messages to the society that both special and normal children possess same value and learning ability in the society which minimizes the exclusion process regarding the disabled children. Inclusive education includes the special classroom. Inclusive education includes inclusive classroom, special education process and use of assistive technology that helps both normal and special children to learn quickly.

Inclusion in the educational settings at the early childhood make the children creative as they are able to share ideas with each other. Therefore, they are able to think creatively, which is crucial for their development. Supporting inclusion in the educational sectors develops the children mentally strong and leads them to interact with other people during their education (Brian et al., 2017). However, it is important for the teacher to make a good communication with the children during their learning as positive attitudes allow the children to learn quickly. Teachers are amiable with the children in their school while providing them education through the inclusion process at their early childhood. Inclusion process in the educational settings enables the children to learn together and accepts the differences between the individuals. Moreover, it also decreases the impact of bullying and harassment in the education sectors that usually occur with the disabled children in their early childhood (McLeod et al., 2017).

Development of the effective team in order to enhance the inclusion process is beneficial for the children to improve their learning process (Driskell, 2017). Inclusion process refers to bring the all children together in an educational setting. Effective team approach motivates everyone to provide support to the children and their family. Therefore, effective team approach involves in delivering the inclusive program that highlights the every child's interest and the ability in a society (McLeod et al., 2017). Moreover, collaborative team work focuses on the high expectations from each child. Many Australian public agencies like KU and Inclusion Agency are involved in the inclusion program of the children. These agencies get fund form the Australian government to develop the learning process of the children in their early stage of childhood. However, different inclusion programs are carried out by such agencies through teamwork. Such agencies follow the Inclusion Support program or ISP guideline to conduct the inclusion program in Australia ( 2017).

Application of the team approach within the inclusion process allows both disable and the normal children within each aspect of any program in the educational setting. Establishment of a constructive communication between the children, educators, and staffs of the educational sector is another part of the team approach in inclusion process (Gunn, 2017). On the other hand, the team members get the scope to learn from each other or from the expertise while providing inclusive care to the children. The team members are able to appreciate the similarities between the normal and the special children in the inclusion program.

Some Australian agencies are also associated with the inclusion program for the children. One of the most important is Inclusion Support agency of Australia that develops many inclusion program to support the children. This agency delivers the scope to the children for their early learning and provides effective care process. On the other hand, Inclusion development fund (IDF) is established by the Australian government to provide financial support to the children for their early learning. However, such funds are developed to give financial support to the Australian inclusion agencies to remove the barrier of the inclusion program ( 2017).

KU centers get support from the KU education support team in Australia to develop the inclusion program for the children in their early childhood. Children with disability and challenging behavior are included in this KU centre to develop their learning abilities. Such KU centers give support to the children with disability under the inclusion program of the Australian government (, 2017).

Use of effective team approach in the inclusion process allows the people to work collaboratively and teach the children properly. A team in the educational setting includes the knowledgeable educators those are able to make an action plan for the development and the learning of the children. Effective team approach supports the children to learn alongside in a community (Akda? & Haser, 2017). On the other hand, effective team approach includes the communication process that supports the children to establish a secure relationship that also encourages them to participate in a group and to learn in an active manner.

Using effective team approach as for example, proper interaction with children in an inclusive process develop a trusting relationship between the educator and the children in the educational setting (Driskell, 2017). Hence, the children will be able to develop a strong sense about them and this enables them to make friends with other in a group. Therefore, children are able to develop sense of the belonging to the broader community and the group, which is a positive outcome of using the effective team approach in the inclusion process. Team approach makes the children advanced and they learn how to work collaboratively by showing respect and empathy (Hu et al., 2017).

Establishment of the team approach to the inclusion of children at early childhood supports the children to recognize the truth that disability is not the component of diversity (Hornby, 2011). Children are able to accept the differences between the families and culture. However, in the educational sectors team approach is not only beneficial for children but also helpful for the educators as they obtain the capacity to meet the needs of the children through their collaborative work. The educators are able to establish a meaningful relationship with the children and their co-workers to respond to the needs of the individuals. The effective team in the inclusion process leads the members of the team to feel valued through the regular communication process. The educators are able to solve the query of the children's family and to ensure the proper care for the children in the inclusion program through collaborative work.

Young children are the sensitive part of the society thus it is important for them to learn together at their early childhood through the inclusive education (Grisham-Brown, Hemmeter & Pretti-Frontczak, 2017). Inclusive education focuses on the special educational needs of the children at their early stage of life. However, children those are vulnerable and excluded by the society seek the inclusive education. Inclusive education aims to bring the children together and learn together. According to the various studies that children learn better if they learn together and this opportunity is provided by the inclusive education provision to the young children at their early childhood.

Children from different cultures and families come to school and learn together through the inclusive educational provision (Carrington et al., 2017). The purpose of the inclusive education is to design and develop the educational sectors that allow the student to learn and participate together. It is helpful for the young children to cope with the changing environment if they get inclusive education in their early childhood. Inclusive education is important for the very young child at their early stage of education by attending the regular class. Educators get training to support the children with diverse needs in the inclusive educational process.

Teamwork, innovative instructional practice, and the collaboration are the major there elements of the inclusive education (Sharma et al., 2017).The first step of the inclusive education is to identify the special needs of each student. Next, the schools need to develop policies for the inclusive education that can fulfill the interest of the children and satisfy their families. Therefore, the staffs get proper training and get the scope to attend the personal meeting on a regular basis in order to improve their skills to meet the needs of the children. However, teamwork includes individual approach and group work. Effective work of the individuals within the team maximizes the performance of the team on the other hand; the entire teamwork by the group of the people is another approach of the teamwork. Formal curriculum practice is followed by the inclusive education to maximize the performance of the students. Pedagogical component is applied to the inclusive education to manage the classroom for the children. Tailor made practices are obtained by the inclusive educational process within the school to manage the special needs of the disabled children.

Inclusive education is crucial for the young children during their early childhood as it helps them to learn to provide value to the diverse community. However, diversification of the community starts from the school hence, application of inclusive education enables the children to learn and play together that will minimize the cultural barrier between them. Inclusive education gives the children strength, which enables them to fulfill the expectation of the society and the family (, 2017).

Inclusive education focuses on the individual goal hence; it will be beneficial for the young children to get the inclusive education at their early childhood. Children are able to perform group work through the inclusive education as teamwork is the major area of such education (Hollingshead et al., 2017). Hence, this inclusive education gives the opportunity to the children to do creative work through sharing the idea with others. On the other hand, inclusive education involves the parents in the learning process of the children which also maximize the development of the children. Young children are able to reduce the harassment process from their childhood through the inclusive education as it enables them to accept the differences between the individuals and to respect all cultures. Children get the scope to develop the friendship with the wide range of children from different cultures that makes diversification. Collaborative work occurs between the different children with specific needs that enable each of them to understand others through the inclusive education. Moreover, such inclusive educational provision appreciates the schools and the other educational sectors to accept the diversity and the inclusion process in the broader aspect.

The entire study focuses on the different aspects of inclusion process and its importance in the early childhood. However, it has been found that the inclusion process removes the barrier between the children with disability and the abled children in the context of the educational process. Hence, both the disabled and the normal child are able to learn together through the inclusive educational process. However, effective teamwork is beneficial for the inclusion process in the context of children as it allows the children to perform the teamwork and share the idea with other. Therefore, the educators are able to meet the needs of the children through effective teamwork in the inclusion process.


Allen, E. K., & Cowdery, G. E. (2015). The exceptional child: Inclusion in early childhood education. USA: Cengage Learning.

Akda?, Z., & Haser, ?. (2017). Beginning early childhood education teachers’ struggle with inclusion in Turkey. Asia Pacific Journal of Education, 37(2), 219-231.

Brian, J., Bernardi, K., Dowds, E., Easterbrook, R., MacWilliam, S., & Bryson, S. (2017). Feasibility of training early childhood educators in a community child care setting using a caregiver-mediated intervention for toddlers with autism spectrum disorder. Journal of Education and Training Studies, 5(5), 93-102.

Carrington, S., Pillay, H., Tones, M., Nickerson, J., Duke, J., Esibaea, B., ... & Fa’asala, C. J. (2017). A case study of culturally informed disability-inclusive education policy development in the Solomon Islands. International Journal of Inclusive Education, 21(5), 495-506.

Driskell, D. (2017). Creating better cities with children and youth: A manual for participation. Routledge.

Gunn, A. C. (2017). A philosophical anchor for creating inclusive communities in early childhood education: Anti-bias philosophy and Te Wh?riki: Early childhood curriculum. Waikato Journal of Education, 9.

Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2017). Blended practices for teaching young children in inclusive settings. Brookes Publishing Company.

Hu, B. Y., Wu, H. P., Su, X. Y., & Roberts, S. K. (2017). An examination of Chinese preservice and inservice early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion. International Journal of Inclusive Education, 21(2), 187-204.

Hornby, G. (2011). Inclusive education for children with special education needs: A critique of policy and practice in New Zealand. Journal of International and Comparative Education (JICE), 52-60.

Hollingshead, A., Carnahan, C. R., Lowrey, K. A., & Snyder, K. (2017). Engagement for Students With Severe Intellectual Disability: The Need for a Common Definition in Inclusive Education. Inclusion, 5(1), 1-15.

Irvin, D. W., Crutchfield, S. A., Greenwood, C. R., Simpson, R. L., Sangwan, A., & Hansen, J. H. (2017). Exploring classroom behavioral imaging: Moving closer to effective and data-based early childhood inclusion planning. Advances in Neurodevelopmental Disorders, 1-10. (2017). Inclusive education. Retrieved 17 August 2017, from (2017). Inclusion in KU centers. Retrieved 7 October 2017, from

McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2017). Identifying common practice elements to improve social, emotional, and behavioral outcomes of young children in early childhood classrooms. Prevention Science, 18(2), 204-213. (2017). New Inclusion Support Programme. Retrieved 7 October 2017, from

Syrj?m?ki, M., Sajaniemi, N., Suhonen, E., Alijoki, A., & Nislin, M. (2017). Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education. European Journal of Special Needs Education, 32(3), 377-390.

Sharma, U., Forlin, C., Marella, M., & Jitoko, F. (2017). Using indicators as a catalyst for inclusive education in the Pacific Islands. International Journal of Inclusive Education, 21(7), 730-746.

Zhu, J., Li, H., & Hsieh, W. Y. (2017). Implementing inclusive education in an early childhood setting: a case study of a Hong Kong kindergarten. Early Child Development and Care, 1-13.

How to cite this essay: