Authentic inclusive practice

Inclusion is embedded within curriculum frameworks

The updated approved learning frameworks for early childhood and school age care now have a stronger focus on inclusion of children and families with diverse cultures, needs, abilities, identities and lifestyles. In fact, the principle that described inclusive practice- Equity, inclusion and high expectations- has a name change and been updated to reflect contemporary understandings of what it takes to support children to fully participate in education and care services and schools.

A guiding principle of the National Quality Framework (NQF)

One of the six guiding principles of the NQF is that ‘Equity, inclusion and diversity underpin the framework’. This principle states that ‘The NQF recognises all children’s capacity and right to succeed regardless of diverse circumstances, cultural background and abilities’ and mirrors guidance in the learning frameworks that educators hold high expectations for all children and ‘that educators implement responsive, equitable, individualised opportunities, additional support and reasonable adjustments if barriers to success are identified’ (Guide to the NQF).

Including children with a disability is a legislative requirement

The updated frameworks also draw education and care professionals’ attention to their responsibilities under both the Disability Discrimination Act (DDA) and the Racial Discrimination Act (EYLF, 2022: 29). Including the fact that services and schools are required by law to make reasonable adjustments to make our spaces, programs and resources accessible to children with a disability and/ or additional needs. The Australian Children’s Education and Care Quality Authority (ACECQA) has developed some resources to support services to meet the expectations under the DDA. For more information about services’ obligations under the DDA go to ACECQA’s website.

Practical strategies to support inclusion

Knowing and understanding legislative, quality and curriculum requirements is a great start to become more aware of inclusion and perhaps intentional exclusion practices. To become more confident in implementing inclusive practice it may be helpful to know more about disabilities and associated common traits. This will support you in enacting both responsive and intentional pedagogical practices. Including reducing stresses, being guided by trauma informed practice and seeing the child before the disability to ensure that you are assessing and planning for learning in a holistic way that ensures authentic participation in the program.

Support to make changes

If you would like to know about how to support children with a disability to fully participate in your program why not purchase our Supporting children with a disability and or additional needs and Strategies to idendtify, communicate and plan for specific needs courses or save $40 and buy them as a bundle: Inclusive practice. You might also like to listen to our Unpacking theory and research- Inclusion podcast episode and read our previous blog Authentic inclusive practice. If you need some additional support guiding and managing challenging behaviours take a look at our course: Supporting children’s behaviour

Critical reflection provocations

Below a few critical reflection provocations for working collaboratively as a team to consider how inclusive your service or school is and how practices could be strengthened.

1. How familiar are you and your team with the expectations and requirements around including children with a disability and/ or additional need?
2. Do you know what reasonable adjustments might be needed to support accessibility in your service?
3. How do you rate the level of participation of children with a disability and/ or additional need in your program?
4. Is there room for improvement with inclusion in your service?

Related Early Years Learning Hub resources;

• Maximising learning in the early years bundle
• Learning frameworks resources
• Updated learning framework resources