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Perspectives on Inclusion in Early Childhood

Perspectives on Inclusion in Early Childhood

Lindsay Michelle Schofield, Rachel Takriti, Emma Pearson
Copyright: © 2022 |Pages: 15
ISBN13: 9781668446805|ISBN10: 1668446804|ISBN13 Softcover: 9781668446843|EISBN13: 9781668446812
DOI: 10.4018/978-1-6684-4680-5.ch001
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MLA

Schofield, Lindsay Michelle, et al. "Perspectives on Inclusion in Early Childhood." Rethinking Inclusion and Transformation in Special Education, edited by Maria Efstratopoulou, IGI Global, 2022, pp. 1-15. https://doi.org/10.4018/978-1-6684-4680-5.ch001

APA

Schofield, L. M., Takriti, R., & Pearson, E. (2022). Perspectives on Inclusion in Early Childhood. In M. Efstratopoulou (Ed.), Rethinking Inclusion and Transformation in Special Education (pp. 1-15). IGI Global. https://doi.org/10.4018/978-1-6684-4680-5.ch001

Chicago

Schofield, Lindsay Michelle, Rachel Takriti, and Emma Pearson. "Perspectives on Inclusion in Early Childhood." In Rethinking Inclusion and Transformation in Special Education, edited by Maria Efstratopoulou, 1-15. Hershey, PA: IGI Global, 2022. https://doi.org/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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