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"Inclusive early education is not just about placement in a program, but also active participation in social interactions and the development of children’s abilities and skills. " (Ministry of Education, 2013, pg. 31)

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Being able to offer high quality childcare often has three key components. Those components being that the care is inclusive and accessible to all children and families seeking care, they are suited to fit each need of the individual children and their families and the programs get evaluated to make sure that each child can and is participating to their full potential.

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Child care programs become inclusive when there are policies, leadership, and staff that believe in and are constantly promoting inclusion, and always trying to reflect and better themselves. Children can not adequately participate in programs unless they have full access to everything the program offers. If a child is discriminated against and denied access to certain parts of the program, that program is not being inclusive and is potentially harming the Child's sense of belonging and well-being. All childcare facilities should have professional, responsive, collaborative relationships with the surrounding community to help insure inclusiveness amongst all children and families.

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When a child care facility discriminates against certain children, does not have regular research consultants, no partnerships with the surrounding community, funding or support the program has then become exclusive. Without treating children and families as equals or being able to offer the needed support to help the children flourish, it will begin to affect the child in all of the "Four Frames". The child will begin to feel like they do not belong, their sense of self may diminish, they may become closed off not engaging with their peers and they will not learn or feel confident in the way that they express themselves.

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To be inclusive, programs must have all material accessible and adaptable towards all children. If a centre has a sensory bin and a child that has a disability and is in a wheelchair. That sensory bin must be raised or lowered and have an area where the child is able to sit so that it is fully accessible to every child. Programs also must be adaptive to help suit every Child's individual needs and their families. For example; Children will fine motor disabilities may need bigger toys or utensils to be able to grab onto them. Staff must have individualized planning that is continuously shared with families, specialists,s and the child to ensure that the child gets all the support that they need.

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Individualized planning helps to share information amongst agencies in which a child may be participating in multiple services and programs. It is imperial to note that, the most important thing to focus on when observing a child is their participation level and not their skill levels. Early intervention programs should be embedded into the childcare programs to help support the transitions and transfers of developmental skills throughout the children's lives.

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Children and families need to have professionals respond to developmental change within the child and their family life in order to keep being inclusive. To be able to upgrade and change their programs to Continue to best suit each Childs and their family's needs. "Knowledge of children’s individual development through informal observation and more formal assessment activities (carried out by the appropriate professional), matched with environmental assessments of program activities and spaces, is critical
in inclusive early childhood programming." (Ministry of Education, 2014, pg. 34).

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Early Childhood Educators must stay up to date on and be aware of supports that are available to children and their families, to help families gain awareness. This helps educators to also be more responsive as it helps them pay closer attention to which support certain children may need. Inclusion also can show in daycare to school transitions. If they transition is smooth is an indicator of inclusion. Specific ways that this could be accomplished it having home visits with the school before the transitions to help them get to know the teachers and become comfortable.

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"Educators’ beliefs about disability, and ability, have been linked to their overall beliefs about learning and higher quality educational practice" (Ministry of Education, 2014, pg. 35). Attitudes about inclusion have vastly improved by professionals working in a facility that has quality inclusion practices. It is imperial to know that a disability is defined as a interaction between the child and their environment, not a characteristic, and is defined as a restriction of movement, activities, function, and participation due to barriers within the environment.

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Down Syndrome & Intellectual Disability Queensland

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1. Think back to every situation that you have been in where you have worked with children. What have you done or have witnessed being done to help implement inclusion?

2. How would you include a child that has extreme behavioral issues, without putting other children at harm?

3. When entering the workforce, what can you personally do to help inclusion for all children?

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The power of inclusive education | Ilene Schwartz | TEDxEastsidePrep

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Early Learning for Every Child Today Document 

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Early Learning for Every Child Today Document 

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It is important to remember that a child is not defined by their skill levels but rather their participation levels. A Childs inclusion is not defined by wether or not the make the developmental domain marks by a certain age but rather they are actively being included, responded too, and accommodated for.