Abstract
ABSTRACT In this phenomenological case study, we explore how a toddler with autism (Miguel) becomes a member of an early childhood learning community. Drawing on the right to belong and a social-relational model of disability framework, we asked research questions that are fundamental to the rights and agency of the child and how children experience inclusion and belonging in their learning community. By following Miguel during his first year in early care and education, we share depictions of his expressions of interest, initiations, and agency; his ways of relating to children and adults in the classroom; his use of environmental supports and scaffolds to engage with the physical and interpersonal space; and his growing sense of membership in the toddler classroom. In conclusion, we discuss what inclusion means to individual children and the ways in which inclusive practices can unfold in a setting that promotes authentic belonging.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: European Early Childhood Education Research Journal
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
