Inclusive pedagogy from a child’s perspective
Longstanding thinking in the area of inclusion argues against focusing on an actual physical disability, such as visual impairment. Rather, attention should be focused on what educators actually do and what conditions are created for children to give them the greatest access to learning and development. This publication contains practical advice about adapting the ECEC environment so that all children can be active participators.
By presenting a case example of one child with Albinism, Inclusive pedagogy from a child’s perspective invites educators to think differently about the concept of inclusion through examining the everyday life of one child.
Other topics explored in this publication include:
- A team approach to creating inclusive settings
- Children are connected with and contribute to their world—inclusive family practices
- Children have a strong sense of identity
- High expectations and equity
- Children are confident and involved learners—pedagogically inclusive practices in early childhood settings
- Congruence between home and centre