Inclusion in early childhood education

Inclusive early childhood education is about creating a supportive and adaptable environment where every child, including those with autism, can thrive. 

By meeting individual needs and accommodating various requirements throughout the day, educators can ensure a more effective and nurturing learning space for all.

Inclusion as a right and responsibility

Inclusion is a human right, and it's everybody’s responsibility. All Early Childhood Education and Care (ECEC) services must be inclusive. There is a legal obligation to ensure inclusion at these services under The National Quality Framework (NFQ) and The Disability Discrimination Act 1992. The NQF requires that educational programs be inclusive, support all children’s learning and development, promote respectful and equitable relationships, and encourage collaboration with families and communities. It also mandates effective leadership to create inclusive environments. The Disability Discrimination Act ensures that children with disabilities have equal access and participation rights in ECEC services, requires reasonable adjustments to meet their needs, and protects them from discrimination. These requirements aim to create a supportive, inclusive, and equitable environment for all children in ECEC services.

So, what does this look like in practice? Here, we explore some ways to implement inclusive ECEC services.

Open communication

Open communication with families is essential for understanding and meeting the needs of children with autism. By regularly communicating with parents, educators can better understand any adjustments or accommodations that might be needed for a child. This proactive approach not only helps to reduce disruptions but also makes the day run more smoothly for everyone involved. Plus, it builds trust and strengthens the partnership between families and educators, which is essential for creating a supportive and inclusive environment for the child. Keeping those lines of communication open means you can be more responsive and adaptable, ensuring each child gets the best possible care and support.

Understanding individual needs

Getting to know each child personally is essential. Pay close attention to signals that indicate when a child needs a break to recharge. Many children with autism may not have the language skills to express their feelings or recognise when they are becoming overwhelmed. It's your job to help them identify and articulate their emotions. Using visual aids and social stories can be really helpful for this.

Sometimes, certain accommodations, such as food alternatives, need to be discussed with the centre director. Whether the service provides food or not, a child's nutritional needs must always be met according to nutrition guidelines. Documenting any required food alternatives and discussing them with the family ensures that the child's dietary needs are properly met. Sensory needs are real and significant. Some children find certain textures, tastes, smells, and sounds overwhelming, making it hard for them to eat certain foods, even when they're hungry. Understanding and accommodating these needs, in collaboration with the child's family and therapists, can greatly enhance their comfort and wellbeing.

Inclusive therapy practices

Some children may be receiving therapy from professionals such as occupational therapists (OTs) and speech therapists. By working closely with these therapists and focusing on their support plans, educators can make the necessary accommodations to support the child’s development. For example, food alternatives might be part of a child’s therapy goals. Open communication with families about these goals helps educators gently encourage the exploration of new foods and textures within the service. Being open to collaboration with the child’s therapy team ensures a consistent and comprehensive approach to meeting their needs.

Keeping routines consistent and adapting routines

Consistency and predictability in routines can significantly reduce anxiety for children with autism. This stability helps create a more comfortable and secure environment for the child. Always communicate any changes to regular routines ahead of time. Use visual aids to help children process these changes more effectively, ensuring they are prepared and less anxious.

Adapting routines to support individual children might include allowing extra time for transitions. This helps children move from one activity to another at their own pace, reducing stress. Providing spaces away from larger groups or using smaller group settings can also increase comfort levels. These quieter, more controlled environments can help children feel more at ease. Collaborating with the child’s family and therapy team ensures that effective sensory accommodations are found and implemented.

It is important to normalise the use of sensory supports and coping strategies within the centre. Educators can model these behaviours by saying things like, “Wow, it’s loud out here; I’m going to move to the book corner where it’s quieter.” This helps children feel more comfortable using these strategies themselves.

Adjusting expectations

Sometimes, educators need to adjust their expectations of what engagement looks like. Not all children engage by sitting still and looking directly at someone or something. Recognise that movement and other forms of engagement are valid and beneficial. Encouraging movement and providing alternative engagement options, such as wobble cushions or fidgets, can enhance comfort and participation, allowing children to engage in a way that suits them best.

Creating a nurturing environment

Creating a nurturing environment in early childhood education is fundamental for the development and wellbeing of all children, especially those with autism. This environment involves being flexible, understanding, and proactively supporting each child’s unique needs. Here are some key elements to consider in creating a nurturing setting:

• Meeting basic needs: Some children may not have the awareness or communication skills to get their basic needs met, like food and water. Incorporating regular opportunities for food and drink breaks into the daily routine can effectively support these needs.
• Ongoing educator training: Training should focus on understanding autism, recognising diverse needs, and developing strategies to support these needs effectively.
• Strong relationships and collaboration: Building strong relationships with families and collaborating with therapists are critical. These partnerships ensure that the child's needs are understood and consistently met across different settings.
• Inclusive curriculum: An inclusive curriculum that incorporates diverse learning styles and needs is vital. This curriculum should be adaptable, allowing children to engage in ways that are comfortable and effective for them.
• Creating sensory-friendly spaces: Sensory-friendly spaces within the educational setting can greatly enhance comfort and learning. These spaces should be designed to minimise sensory overload and provide a calming environment for children who need it.
• Use of technology: Technology can be a powerful tool in inclusive education. Apps and devices designed to support communication and learning can be particularly beneficial for children with autism. Educators should be trained in the effective use of these technologies to support children’s development.
• Encouraging peer support and interaction: Encouraging peer support and interaction is another important aspect of inclusive education. Children can learn a great deal from each other, and fostering an environment of mutual support and understanding can benefit all children.‍
• Celebrating diversity: Celebrating diversity within the educational setting helps children appreciate and respect differences. Activities and discussions that highlight various cultures, abilities, and perspectives can promote a more inclusive and accepting environment.