Inclusive pedagogy from a child’s perspective: A Research in Practice Series

Longstanding thinking in the area of inclusion suggests that the focus of attention should not be on what the child cannot do, but what the child can do. A cultural historical way of thinking about inclusion argues against focusing on an actual physical disability, such a visual impairment. Rather, attention should be focused on what educators actually so and what conditions are created for children to give them the greatest access to learning and development. Educators need to be aware of how to change and adapt the social and material environment to ensure that all children can be active participators in everyday life for realizing their full potential.
Inclusive pedagogy from a child's perspective contains practical advice about what is meant by 'inclusion' and 'inclusive pedagogy' and explores ways in which educators can think differently about ordinary everyday practices, examining how inclusive practices can be transferred from the home into an early childhood education and care setting.