Abstract
Autism/takiwātanga causes differences in the way people develop and learn. This research, using case study methodology, focused on teacher interactions with young autistic children in different early childhood education and care settings. The findings indicated most of the teachers included the autistic child through the use of acceptance, good communication, and some specific strategies. However, it also highlighted the need for all teachers to have professional learning and development on autism/takiwātanga to successfully include autistic children.
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