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Perspectives on Inclusion in Early Childhood
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Author(s): Lindsay Michelle Schofield (United Arab Emirates University, UAE), Rachel Takriti (United Arab Emirates University, UAE)and Emma Pearson (United Arab Emirates University, UAE)
Copyright: 2022
Pages: 15
Source title:
Rethinking Inclusion and Transformation in Special Education
Source Author(s)/Editor(s): Maria Efstratopoulou (United Arab Emirates University, UAE)
DOI: 10.4018/978-1-6684-4680-5.ch001
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Abstract
Traditionally, early childhood education and special education needs policy developments have held a low status in national and international political agendas. However, over the recent decade, there has been an intense surge of political interest at international and national levels. This surge has resulted in an unprecedented number of educational policy reforms, policy documents, and opportunities for practice to develop and respond to these changes. Due to the considerable international interest in early childhood, paralleled with similar international interest in inclusive policies, this chapter aims to examine the way early childhood care and education (ECCE), early childhood education and care (ECEC), and/or early childhood education (ECE) policy shapes the attitudes and actions of those working with babies and young children. The chapter will open by introducing early childhood provision in the international context before moving to inclusion, defining inclusion, assumptions, attitudes, perceptions, and including children.
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