What is inclusive early childhood education?

An inclusive early childhood education environment is one where every child, regardless of background or abilities, is welcomed and supported to reach their full potential.

In the context of early childhood education, this means creating supportive spaces where all children can thrive, learn, and develop important social, emotional, and cognitive skills alongside their other children. Inclusive practices not only benefit children with disabilities like autism but also enrich the learning experience for all children.

What is inclusive education?

Inclusive education is an approach in which all children, regardless of their abilities or backgrounds, are provided with opportunities to learn and participate alongside their peers in a supportive environment. In the context of early childhood education, this means creating spaces where children of all abilities can thrive, learn, and develop important social, emotional, and cognitive skills.

Inclusion is not just about physical access to the classroom; it’s about ensuring that all children feel valued and are given the tools and support they need to succeed. This includes adapting teaching methods, materials, and environments to meet the diverse needs of all children. It also promotes acceptance, unity, confidence, and diversity, which should extend beyond the classroom into families and the wider community.

Inclusive education has many benefits. For children with autism or additional needs, inclusion means they have access to the same educational opportunities as their peers, allowing them to develop at their own pace and in ways that suit their individual strengths and needs. For their peers, inclusive education promotes empathy, acceptance, and the understanding that everyone has unique abilities and challenges.

Inclusive education helps break down barriers and misconceptions about disabilities, creating a culture of acceptance and respect from a young age. Children learn that diversity is a strength, and this understanding can positively influence their attitudes and behaviours.

What does it look like in practice?

Creating personalised learning plans

Every child is unique and has different abilities, interests, learning styles, and support needs. Adapting teaching and support strategies to reflect a child’s changing strengths and support needs is essential for their success, particularly for children with autism. 

From the time of enrolment, educators should work closely with families and any professionals who support a child (e.g., allied health professionals) to develop a personalised learning plan (sometimes referred to as an individual activity learning plan). This plan should outline specific goals for the child and the relevant, evidence-based strategies to help the child achieve them. A personalised plan should be accessible to all educators and staff so that an autistic child receives consistent support and care. 

An inclusive early learning environment will take a strength-based approach to creating individual learning plans. This means that the focus is on the child’s current strengths and abilities and how to address any challenges or concerns in a positive way. Educators should recognise and celebrate your child’s successes and contributions, no matter how small. 

As your child grows and changes, their strengths and support needs will, too. Educators and teachers in a truly inclusive environment will regularly review and adapt their approach to supporting your child, always in consultation with you and any professionals who work with your family. 

Adapting physical environments

Every space within an early learning centre should be designed with the needs of diverse learners in mind. This includes ensuring that the space is accessible to children with disabilities and additional needs, such as autistic children. 

Sensory sensitivities are perhaps the biggest physical challenge experienced by children with autism in an early education environment. Reducing clutter, using natural lighting, and providing quiet areas can create a calming environment that is less likely to overwhelm a child. Introducing objects like noise-cancelling headphones or fidget toys to autistic children can help them begin managing their own sensory sensitivities while remaining in the classroom and around their peers.

Prioritising play-based learning

Play helps autistic and neurotypical children to learn, grow and develop in an engaging way. Educators should adapt and include play-based learning activities to be accessible and engaging for every child. From providing a range of toys and materials to creating activities that reflect a child’s special interests, there are many ways play-based learning can take place to include a child with autism. 

Modelling is a form of play-based learning that can make teaching skills and ideas more engaging for children. Educators should consider the strengths and support needs of autistic children when modelling so that they can understand what is being modelled and incorporate it into their learning and routines. The goal should not be to make an autistic child behave or play like a neurotypical child; it should be to demonstrate how to play, learn and interact with others in a safe and positive way.

Learning through play should be inclusive in both an individual and group setting. In group activities, educators could offer different roles to children to cater to their strengths and abilities. While some children enjoy leading, others prefer supporting roles involving less verbal interaction. Early learning environments should be flexible in their approach to play so that every child can participate in a comfortable and meaningful way. 

Social and emotional development

A truly inclusive classroom is one where every child feels emotionally safe and supported. This involves creating a classroom culture where differences are celebrated and all children feel they belong. Social and emotional learning should be embedded into the curriculum to help children develop important skills, including emotional regulation, empathy and social interaction. Educators can encourage the development of these skills in the classroom by modelling behaviours, such as using inclusive language and showing respect to all children and the ideas and contributions they bring. 

Inclusive education: supporting families

Strong partnerships between educators and families are crucial for effective inclusive education. Open communication and mutual respect are the foundations of these relationships. Educators should regularly communicate with families about their child’s progress, listen to their concerns, and involve them in decision-making.

Inclusive educators will approach any discussion about your child’s abilities and support needs with sensitivity and respect. Rather than making assumptions about your child or your family’s understanding of autism, they will communicate their perspectives in a clear way, offering evidence-based suggestions and support to help you navigate your child’s support needs.

An inclusive education environment will also recognise that each family’s experience with autism and disability is different. Some families may already have a strong understanding of autism and their child’s needs, while others may be struggling to find information, resources and support. Educators should be patient, offer encouragement and provide support in a way that is positive and accessible.

No two families look the same or value the same things, particularly around their child’s early education. An inclusive early education centre will not only tolerate but accept diverse families and the perspectives and values they bring. Educators and Centre Directors in an inclusive setting will be willing to support all families, regardless of their background or make-up. 

To create an inclusive environment, educators must be aware of cultural and other differences and be willing to adapt their teaching practices to reflect a family’s values. For example, families who do not speak English at home might teach their child’s educators some words for key parts of the daily routine (e.g., sleep, eat, play). This can help educators communicate with a young child who may still be learning these words in English, preparing them for different transitions throughout the day.   

An inclusive early education setting will strive to teach all children the importance of diversity. This might involve using books, videos, and other resources that reflect different family types or include cultural holidays that families celebrate in their daily routines. 

‍

Support for early childhood educators

An inclusive early learning environment will recognise the importance of supporting the educators who teach and work with autistic children. Educators should be provided with training and support to increase their knowledge and confidence in assisting children with additional needs. 

The role of an early childhood educator or teacher is demanding. A good early childhood service will empower and encourage its staff to prioritise their health and wellbeing inside and outside work. It will also have clear procedures educators can follow when they are feeling overwhelmed or burnt out to ensure they look after themselves without compromising the safety and wellbeing of the children in their care.