Fully inclusive early childhood education. Are we there yet?

Engagement in high-quality early learning services offers numerous advantages for all children (Ministry of Education, 2019). In Aotearoa, this is promoted by the Early Childhood Education (ECE) Participation Programme established in 2010, which focuses on increasing children's participation in quality ECE before beginning school. The 20-hour policy also supports all parents and whānau to have their children experience play and learning with and alongside their peers in an ECE service before they start school. Inclusion is a human right, and conventions such as the United Nations Convention on the Rights of the Child (UNCROC) and social and education policies protect the fundamental right for all parents and whānau to enrol their child at their local early learning service, be fully included and attend all the hours they are open for attendance. Fully inclusive early learning services prioritise diversity and design and implement an inclusive curriculum and environment that welcomes and celebrates every child and their whānau.

An inclusive society

Attitudes towards disability, equity and inclusion have changed significantly here in Aotearoa over the past century and are reflected in educational legislation. There has been a shift from disability viewed through the lens of a medical model as a 'problem to be fixed' to a social and ecological model where difference is celebrated, and the focus is on changing attitudes and environments. The 1996 publication of Te Whāriki, the early childhood curriculum in Aotearoa, was upheld as an inclusive curriculum.  However, having a section dedicated to 'Including Children with Special Needs' (Ministry of Education, 1996, p. 11) inadvertently perpetuated the 'othering' of disabled children and those requiring additional support for learning. The refreshed curriculum, Te Whāriki (2017), promises an inclusive curriculum for all children that embraces various aspects of diversity such as gender, ethnicity, ability, learning needs, family, socio-economic status, and religion. Children are empowered to participate fully in all aspects of play and learning with and alongside their peers.  Kaiako are identified as a critical resource in facilitating learning and development using thoughtful and deliberate practices. There is a focus on inclusive pedagogy where kaiako 'design for diversity' and implement learning experiences that prioritise all children’s unique strengths and needs, removing barriers and fostering an environment where all children and their whānau can thrive.

With the robust pedagogical guidance provided by Te Whāriki, an assumption could be made that inclusion and inclusive practices are embedded through pedagogy and practice. But is this promise of inclusion an illusion, not yet transferred to the daily practice of early learning kaiako in meaningful ways? A recent review undertaken by The Education Review Office (ERO), in partnership with the Human Rights Commission (HRC) and the Office for Disability Issues (ODI), found that while many children and their whānau were welcomed and had positive experiences participating in early learning services, many disabled children continue to be excluded from early learning services. This report echoes the findings of a similar report in 2012. Exclusions occur in various ways; in education, they can be macro or micro (Cologon, 2013). Macro exclusions include discouraging whānau from enrolling their children or making necessary accommodations for their participation.

In contrast, micro exclusions arise when disabled children attend but are unable to participate equitably in all aspects of the programme. These exclusions may include sending the child home during difficulties, requiring a parent or education support worker (ESW) presence for attendance, or asking the child to stay home for specific activities like excursions. How can we foster a culture of inclusivity, and what are the benefits?

What are the benefits?

Inclusive education has numerous benefits for all children, whānau, and communities. It promotes diversity and a feeling of connectedness by enabling equal learning opportunities and fostering collaboration and mutual respect. It enhances academic and social abilities, resulting in better outcomes for everyone and a more equitable and inclusive society where everyone is valued (Cologon, 2014).

How can we get there? How can we move from mostly inclusive to fully inclusive?

Take a closer look at inclusive practices in early learning services, from those that are mostly inclusive to those that are fully inclusive. Can you spot the difference?

A child attends the early learning setting (a) and uses visual supports to support their communication. The child attends for two hours three mornings a week when the ESW is employed to support the service. If the education support worker is unavailable, the child doesn't attend, or the parent stays. The ESW works closely with the child and wears a core board to support the child's communication, making choices and interactions with peers. The child enjoys a talking book and likes to do this independently.

The child attends three six-hour days in an early learning setting (b). The ESW supports the service each day for two hours. All teachers and the support worker wear a core board to support communication, making choices and interactions with peers. Multiple forms of communication are visible around the walls, positioned at activities and experiences that all children use at various times of the day to support their own learning and to engage with the nonverbal child. There are several talking stories and a listening station that all children enjoy using, including the child who uses visual supports to communicate. 

What difference do you notice? Both services are inclusive, which is mostly inclusive, and which breathes life into full and meaningful inclusion? In scenario (b), the 'designing for diversity' strategy benefits all children, not just those with communication needs. As you reflect on these scenarios, where is your pedagogy and practice positioned, and what might your next steps be?

Inclusion isn't always easy, and we are all on a learning journey as we strive to give the full effect to the promise of Te Whāriki as a curriculum for all.  In early learning, kaiako are experienced in designing a curriculum and facilitating learning for various ages, developmental stages, cultures, strengths, interests and needs. Kaiako in early learning are well placed for designing and implementing a curriculum for all children. Employing 'designing for diversity' approaches and exploring the Universal Design for Learning (UDL) principles could support your journey to fully inclusive pedagogy and practice.

Returning to answer the title question, ‘Fully inclusive early childhood education. Are we there yet?’ Probably not, particularly as inclusion is a journey rather than a destination. However, we must continuously challenge ourselves to ensure that early childhood education fully includes all learners. By identifying areas for improvement and engaging in regular reflective practices, internal evaluations, and asking ourselves difficult questions, we can move closer to providing the best possible experience for 'all children' and their whānau participating in early learning. Let's embrace inclusion together in this ongoing journey and shine a light on a brighter future for all our youngest learners.

Julie Houghton-Katipa is a lecturer in the Institute of Education at Massey University, New Zealand. She is the Early Intervention endorsement co-ordinator on the Postgraduate Specialist Teacher programme. She has a background in early childhood education and a long interest in inclusive and equitable quality education. Before coming to Massey, Julie worked as a National Specialist Lead at the Ministry of Education. She has a Master's in Education (Leadership). Her current PhD research brings together three interest topics: social and emotional learning, bicultural practice and intentional teaching.

References

CAST. (2023). About Universal Design for Learning. https://www.cast.org/impact/universal-design-for-learning-udl

Cologon, K. (2013). Inclusion in education: Towards equality for students with disability.  [Children with Disability Australia: Issues paper]. Macquarie University. https://d1wqtxts1xzle7.cloudfront.net/34251940/CDA_Issues_Paper_on_Inclusion.pdf?1405914165=&response-content-disposition=inline%3B+filename%3DInclusion_in_education_towards_equality.pdf&Expires=1695431730&Signature=TLOhZPKI9WHpdpRyKs9JM3ccQRq2F4i6C3rCxAdCUbZ2DT7Jz~Z55gEfPhe0M8V8WBNjYqn33veww5HUFcHXg0tq9t7A7VQhXMM0zbE0~0aspR7sGdxZZVe2rFjtjUNLJiJPEEkbGxrKP8GfBafP4EdfzquCawXyXeHUbyXWA5JTjG9ssW5xOpEp4W5ZvDMTvQ-92k7qQbNhIETDr4LslOwMCjTez22n3Wj9UiDZ2RCX4X8mxrRSzT-YMPqlbT66phxtigocf3rwSWiSqMJT10Mq9aQAcoX1hd0OWzRSGCgWMx1g2tp93rD147Oly8ez~ex9zt8uuDtTUFrEdLRxMA__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

Cologon, K. (2014). Inclusive education in the early years: Right from the start. Oxford University Press.

Education counts. (2023). Early Childhood Education Participation Programme evaluation: baseline. https://www.educationcounts.govt.nz/publications/ECE/ece-participation-programme-evaluation 

Education Review Office. (2012). Inclusion of Children with Special Needs in Early Childhood Services. Education Review Office. https://ero.govt.nz/our-research/inclusion-of-children-with-special-needs-in-early-childhood-services

Education Review Office. (2022). A great start? Education for disabled children in early childhood. Education Review Office. https://ero.govt.nz/our-research/a-great-start-education-for-disabled-children-in-early-childhood

Ministry of Education. (1996). Te Whāriki: he whāriki matauranga mō ngā mokopuna o Aotearoa: early childhood curriculum. Learning Media. https://www.education.govt.nz/assets/Documents/Early-Childhood/te-whariki.pdf

Ministry of Education. (2017). Te Whāriki: he whāriki matauranga mō ngā mokopuna o Aotearoa: early childhood curriculum. Te Whāriki a te Kōhanga Reo (Revised ed.). Ministry of Education. https://tewhariki.s3.ap-southeast-2.amazonaws.com/public/Key-documents/Files/Te-Whariki-Early-Childhood-Curriculum.pdf

Ministry of Education. (2019). He taonga te tamaiti Every child a taonga| The early learning action plan. Ministry of Education. https://conversation-space.s3-ap-southeast-2.amazonaws.com/SES_0342_ELS_10YP_Final+Report_Web.pdf

Ministry of Education. (2022). Inclusive education. https://www.education.govt.nz/school/student-support/inclusive-education/#:~:text=Inclusive%20education%20means%20all%20children,%2C%20participating%2C%20learning%20and%20belonging