Looking through a spiritual lens to shape inclusive practices for children with additional learning needs

Abstract

Inclusive teaching approaches and positive teacher attitudes are vital when creating inclusive early childhood educational (ECE) settings for all children, and especially for children with additional learning needs. This study focused on understanding how teachers nurture and promote the spirituality of children with additional learning needs in their early childhood settings. Seven ECE teachers employed in five diverse settings took part in individual semistructured interviews as part of this small-scale qualitative research project. Findings indicate that looking through a spiritual lens could support other teachers to see beyond the challenges that children with additional needs present and enable them to see these children holistically with positive identities.