Inclusive Education: Participation of Children with Disabilities in Australian Mainstream Preschools

Abstract

Children with disabilities are attending mainstream preschools in Australia. However, very little is known about their participation process in mainstream settings. This study explored how mainstream preschools are creating conditions for their participation and how children with disabilities creating their way to participate as active participants. The researcher observed and video recorded the participation of four focus children in a long-day-care centre. Educators were also interviewed. Based on the cultural-historical analysis, the findings created a pivot for rethinking disability, participation and inclusion of children with disabilities in early years in an Australian context.