Contributions from: Jude MacArthur, Keith Ballard.
Abstract
The inclusion of young children with disabilities into early childhood education has evolved over the last ten years in New Zealand. This paper presents accounts of the experiences in early childhood education of children with disabilities and their families. Data from a PhD study involving parents, children, early childhood teachers, support personnel, and health professionals is presented and analysed from the literature on inclusive education.
The paper looks critically at the language and actions that have promoted 'difference' and exclusion within these settings. Often these views and practices are embedded in the notion of disability as "needing to be fixed" and in the idea of normalisation,. The outcomes of viewing disability in this way is segregation and from our early childhood centres. It is suggested that while exclusive language and actions persist, children and families will struggle to achieve a place alongside others in their early childhood settings and communities. The language and actions of inclusion are also examined and it is suggested that these practices are based on the notion of "sameness" and respect for diversity. We need to listen to these voices and experiences with a view to making our early childhood environments more inclusive.
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