Inclusive Early Childhood Education Research Articles

Recommendation section of psychoeducational reports: A barrier or opportunity to promote inclusion in early education and care?

AbstractPsychoeducational reports prepared by the Educational Psychological Service are foundational for special educational support in Norway, ensuring equitable opportunities for development, learning and participation among children with special educational needs in mainstream Early Childhood Education and Care settings. This qualitative study examines the characteristics of recommended goals and support measures in these reports, and how they promote or inhibit inclusion. Through a holistic approach, the study explores individual and social contextual considerations within the recommendation sections of seven reports for children aged 3–5 years. Employing reflexive thematic analysis, our findings suggest that while certain measures promote children's participation in inclusive communities, there is a predominant focus on the individual child. This emphasis often centres on skill acquisition and ability development through performance‐based goals and compensatory measures. However, while most recommendations are individually oriented, certain measures appear generalised and broadly applicable to most children, highlighting the challenges of addressing each child's unique needs in their specific context. The study's implications underscore the necessity for a holistic approach in the field of special education, both at the policy and legislative levels. Such an approach is essential for enabling psychoeducational reports to promote inclusion in early childhood education and care settings.

Barriers and enablers—early years educators’ understanding of inclusive education for children with autism spectrum conditions in Baku, Azerbaijan

A plethora of global literature emphasises the significance of providing inclusive early childhood education for children with Autistic Spectrum Condition (ASC), but there is a lack of empirical research in Azerbaijan on the issue. This study aims to explore early years educators’ understanding of inclusive education for children with ASC and to identify possible barriers and enablers in Baku, Azerbaijan, through a qualitative study using semi-structured interviews with seven early years educators. Thematic data analysis reveals that while teachers define inclusive education as a right-based approach, deep down they may still support the medical model of disability. Findings also suggest that parents of both non-disabled and autistic children may hold negative attitudes towards inclusion, posing a major challenge to inclusion. UDL and parental collaboration are found to be effective enablers for the inclusion of children with ASC in early years education. Implications for practice and further research is discussed.

Managing Inclusive Early Childhood Education: Strategies and Challenges in Supporting Children with Special Needs

According to recent data, the number of children with special needs in Indonesia has reached 1,544,184, with 330,764 of these children (21.42%) aged 5–18 years. However, only 85,737 children with special needs are currently enrolled in school. This disparity highlights the urgent need for efforts to ensure that these children receive an appropriate education. The aim of this study is to analyze the management of inclusive Early Childhood Education (PAUD) in the context of inclusive education, focusing on the following aspects: first, the policies supporting inclusive education; second, the implementation of the inclusive education program; third, the challenges faced by educators and other stakeholders in implementing the program; and fourth, the outcomes achieved in improving access to appropriate education for children with special needs. The research adopts a qualitative approach with a case study design. Data collection methods include three primary techniques: interviews, observation, and documentation. The data were analyzed using the Miles and Huberman framework, which includes data reduction, data presentation, and conclusion drawing. The results of this study indicate that the institution in question is committed to providing inclusive education for all children, including those with special needs. The school offers assistant teachers, therapy rooms, creative learning methods, and accessible facilities to support the learning process. Support from the government and related institutions plays a crucial role in improving educator competencies and expanding facilities, both of which are vital for the success of inclusive education programs. Abstrak: Menurut data terbaru, jumlah anak dengan kebutuhan khusus di Indonesia mencapai 1.544.184, dengan 330.764 anak (21,42%) berada dalam rentang usia 5–18 tahun. Namun, hanya 85.737 anak dengan kebutuhan khusus yang terdaftar di sekolah. Ketimpangan ini menunjukkan perlunya upaya untuk memastikan anak-anak tersebut menerima pendidikan yang sesuai. Tujuan dari penelitian ini adalah untuk menganalisis pengelolaan Pendidikan Anak Usia Dini (PAUD) inklusif dalam konteks pendidikan inklusif, dengan fokus pada aspek-aspek berikut: pertama, kebijakan yang mendukung pendidikan inklusif; kedua, pelaksanaan program pendidikan inklusif; ketiga, tantangan yang dihadapi oleh pendidik dan pihak terkait dalam melaksanakan program ini; dan keempat, hasil yang dicapai dalam meningkatkan akses pendidikan yang sesuai bagi anak-anak dengan kebutuhan khusus. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Metode pengumpulan data yang digunakan mencakup tiga teknik utama: wawancara, observasi, dan dokumentasi. Data yang dikumpulkan dianalisis menggunakan teknik analisis Miles dan Huberman, yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa institusi yang diteliti berkomitmen untuk menyediakan layanan pendidikan inklusif bagi semua anak, termasuk anak-anak dengan kebutuhan khusus. Sekolah ini menawarkan guru pendamping, ruang terapi, metode pembelajaran kreatif, dan fasilitas yang dapat diakses untuk mendukung proses pembelajaran. Dukungan dari pemerintah dan lembaga terkait sangat penting dalam meningkatkan kompetensi pendidik dan memperluas fasilitas, yang keduanya vital untuk keberhasilan program pendidikan inklusif.

The Management of Inclusive Early Childhood Education: A Literature Review on Strategies and Evaluation in Various Countries

The management of early childhood education (ECE) is a crucial aspect of child development that requires serious attention to enhance the quality of inclusive education. This article aims to present a literature review on various aspects of ECE management from different countries, focusing on policies, evaluation, and management that support inclusivity. The study examines literature on policy implementation in Kenya, the effectiveness of ECE experiences in Australia, and various studies from Indonesia that evaluate holistic, inclusive education models and ECE management. The research methodology includes an in-depth review of relevant sources to identify key themes, challenges faced in ECE management, and how inclusivity is applied in policy and practice contexts. The findings indicate the importance of effective policies, standards-based management, and systematic and inclusive evaluation to improve the quality of early childhood education for all children. The discussion addresses the challenges encountered in implementing inclusive policies, the need for innovation in management, and recommendations for improvements that consider the diversity and special needs of children. In conclusion, effective ECE management requires a holistic, integrative, and inclusive approach, strong policy support, and continuous evaluation to ensure optimal education quality for all children, without exception.

Supervision in Inclusive Islamic Early Childhood Education: Strategies Approach for an Integrated Program

The implementation of supervision in the field of education does not only focus on evaluation or assessment of weaknesses but rather on efforts to improve the quality of education. Supervision in early childhood education that implements inclusive programs needs to be continuously developed to adjust to the learning environment in schools. This study aims to describe the strategy for developing inclusive education supervision in integrated one-roof Islamic early childhood education institutions in Pati Regency. This study uses a qualitative method with a case study approach. The source of research data was obtained from informants of three school principals from each early childhood education service unit, namely TPA, KB, and TK. Data collection techniques include observation, interviews, and documentation. The data analysis process is carried out inductively by detailing empirical facts through direct activities in the field. The results of the study indicate that in integrated Islamic-based inclusive early childhood education institutions, educational supervision and coaching programs have been implemented by all teachers and school education personnel. The strategy for developing educational supervision that can be applied forms a solid foundation for optimizing inclusive learning practices. These strategies include an in-depth understanding of inclusion, teacher involvement and training, development of inclusive learning plans, utilization of resources, and continuous monitoring and evaluation. Overall, these findings continue to emphasize the inclusion program promoted by the institution.

Inclusive and Equitable Early Childhood Teacher Preparation Programs: Recruiting and Retaining Teacher Candidates with Disabilities

Inclusive early childhood education teacher preparation programs are tasked with preparing teacher candidates to work with young children with and without disabilities. Yet, many teacher preparation programs continue to function in a medical model of disability, where teacher educators teach candidates to “fix” or “cure” young disabled children. Working from a medical model of disability positions young disabled children as problematic and ostracizes disabled teacher candidates as they see themselves in the very children spoken of by their teacher educators. Instead, practices can be implemented to build on the unique strengths and assets disabled teacher candidates bring to the early childhood field. This call to action has been co-authored by disabled teachers and candidates to highlight the practices teacher educators can instill in their programs with the goal of recruiting and retaining disabled teacher candidates.

A Study on the Talent Training Program for Inclusive Early Childhood Education — Taking Province G in China as an Example

Early childhood education is the foundation of basic education, and inclusive early childhood education is an important part of China’s education system. The training and quality of teachers in early childhood education are key to ensuring “efforts to ensure that every child can enjoy fair and quality education.” The training program for early childhood education professionals is a guiding document for the standard and quality of teacher training, the organization of educational teaching, the implementation of the training process, and the certification of student graduation qualifications. A good training program promotes universities to cultivate high-quality professional and innovative teachers, which is beneficial to the development of high-quality inclusive early childhood education. Analyzing 14 texts of training programs for early childhood education teacher education majors in universities, we found that in terms of training objectives, the talent training objectives for “integration education literacy” lack accurate training positioning and characteristics. The setting of inclusive education courses is unreasonable, with an insufficient number of courses, mainly elective courses, few required courses, a narrow range of course offerings, and a teaching format that is more theoretical than practical. The course offering time is relatively concentrated and late, the assessment methods are mainly based on examinations, and the assessment methods are single. Therefore, universities should adjust the talent training objectives, offer a reasonable structure, scope, quantity, and duration of inclusive education courses, improve the course assessment methods, and ensure high-quality pre-service training for inclusive early childhood education teachers.

Preschool Teachers' Attitudes about Inclusive Education and Its Influencing Factors in China.

The purpose of this study is to describe the current status of preschool teachers' attitudes about inclusive education and discuss the factors that influence these attitudes. A total of 449 preschool teachers who have students with disabilities or special educational needs in their classrooms and 638 teachers without students with disabilities or special educational needs in their classrooms volunteered to complete the online survey. The survey included two components: a Basic Information Questionnaire and the Early Childhood Inclusive Education Attitude Questionnaire (ECIEAQ). Data were analyzed using descriptive statistics, t-tests, and ANOVA. Scores in the two dimensions of Positivity and Promotion were higher than those in the two dimensions of Resistance and Passivity, indicating an overall positive attitude about inclusive education. Attitudes about inclusive education significantly differed by gender, preschool location, inclusive education training opportunities, and receipt of a special education financial allowance. Inclusive class teachers who are female, aged over 30, teach classes with a child-to-teacher ratio of more than 14, and who work in urban areas show higher levels of Promotion or Resistance than general class teachers. Overall, preschool teachers hold a positive attitude about inclusive education. Training opportunities and a special education financial allowance should be provided to foster positive attitudes. Certain groups of inclusive class teachers may need more support and resources to implement inclusive education.

Enhancing Pedagogical Competence in Inclusive Early Childhood Education through Interactive Digital Modules: A Pre-Experimental Study

One of the primary challenges in early childhood education (ECE) is ensuring that teachers possess the necessary pedagogical competence to effectively support diverse learners, particularly in inclusive education settings where students with special needs require tailored teaching strategies. This study explores the effectiveness of interactive digital modules in enhancing the pedagogical competence of early childhood education (ECE) teachers in inclusive settings. Using a quantitative pre-experimental design, 70 teachers from 12 inclusive ECE institutions participated in pre-and post-tests to assess their pedagogical skills before and after module exposure. Results show a significant increase in post-test scores, with an average improvement from 50 to 89, confirmed by a paired sample t-test (p < 0.01). The N-Gain analysis revealed a high level of effectiveness, with an average score of 0.78, indicating that the modules substantially improved teacher competencies. However, the lack of a control group limits the study’s ability to attribute improvements solely to the intervention. Other factors, such as previous teaching experience or additional resources, may have influenced the outcomes. Despite this limitation, the findings suggest that interactive digital modules are valuable for advancing pedagogical skills in inclusive education. These results have important implications for teacher professional development, supporting integrating of digital tools into ECE teachers' training programs. Future research should employ more rigorous experimental designs, including control groups, to better isolate the impact of digital modules and investigate their long-term effects on teaching competence and student outcomes in inclusive environments.

A Study of the Current Status of Inclusive Education Literacy Development Among College Normal Students Majoring in Early Childhood Education—Taking Province G in China as an Example

Inclusive early childhood education is a major trend globally in the pursuit of equitable and high-quality preschool education, and it is an indispensable part of building a high-quality education system in China. Developing an excellent teaching workforce in inclusive early childhood education is key to improving the quality of preschool integration, and pre-service training is particularly crucial. This study focuses on preschool education major students in G Province, China, using a questionnaire survey method to assess the levels of various dimensions of inclusive education literacy among these students, identify existing issues, draw research conclusions, and provide recommendations. The results indicate that students have a high level of understanding of inclusive education concepts, but their knowledge and skills are relatively low. There are significant differences in inclusive education literacy levels among students from different school tiers and grades, with junior college students scoring higher than undergraduate college students. Additionally, there are no significant differences in inclusive education literacy based on gender or whether students have had face-to-face contact with exceptional children. The findings of this study can serve as a valuable resource for the pre-service training of early childhood teachers in inclusive education literacy.

A Systematic Review of Early Childhood Inclusive Education Practice Professional Interventions

A Systematic Review of Early Childhood Inclusive Education Practice Professional Interventions

Immigrant Children and Families: Committing to Cultural Inclusion in Early Childhood Education and Care Settings

In this paper we discuss the value of multiculturalism in early childhood settings, barriers to cultural inclusion, and the importance of partnering with families of young children to enrich school learning and engagement. Examples from our work will provide illustrations of research-practice partnerships using asset-based, culturally grounded approaches and principles of co-construction to create school and community spaces of learning that honor the lived experiences and cultural heritages of children from immigrant families.

Analysis of the Implementation of the Inclusive Early Childhood Education Curriculum Model : Case Study at Bright Kiddie Kindergarten Ponorogo, Indonesia

This research aims to analyze the implementation of the inclusive Early Childhood Education curriculum model at Bright Kiddie Kindergarten Ponorogo, Indonesia. This research used a qualitative approach with a case study method. The informants for this research were the school principal, class teacher and teacher accompanying children with special needs. Data collection techniques used were interviews, observation, and documentation. Next, data analysis used interactive model analysis, and for the validity of the research data, the triangulation method was used. The research results showed that Bright Kiddie Kindergarten had children with special needs with different characteristics, needs and abilities. In implementing inclusive learning, the school used regular and pull-out class models with duplication, simplification, substitution and omission curriculum models according to the needs of each student with special needs. Children with special needs study with other children in regular classes. However, at certain times, they will be moved to another room to receive additional learning from special accompanying teachers. The curriculum model was also adjusted based on the identification and assessment results of each child with special needs as a basis for appropriate learning planning. Some duplicate the same curriculum as normal children (duplication), some simplify it without eliminating the substance (simplification), some replace it with equivalent material (substitution), and there are those who change it completely to suit the needs of each child.

Early Detection of Neurodevelopmental Disorders as a Strategy for Educational Inclusion in Early Childhood Education

ABSTRACT The objective of this study is to disseminate the results of a pilot system of early detection of neurodevelopmental disorders in early childhood education centres in Cartagena de Indias, Colombia. A total of 280 preschool children, their caregivers and teachers who were recruited from five early childhood education centres participated. Using a three-phase system for early detection of neurodevelopmental disorders, 15 cases were detected with delays in different developmental areas, with adequate levels of sensitivity and specificity. The phases of this system include: 1) Screening for risk of developmental delay, 2) In-depth developmental assessment of children at risk and specialised evaluation for suspected cases of neurodevelopmental disorder and 3) referral to specialised intervention and connecting children with special educational needs to educational inclusion strategy of their schools. A collaborative/interdisciplinary approach was used in which families played a crucial role. Once identified, students with neurodevelopmental disorders benefited from receiving the necessary support for their school progress through educational experiences that foster integrative development. This study provides evidence that supports the usefulness of detecting slow development early in childhood as a strategy to improve the life opportunities of children and encouraging educational inclusion in early childhood education.

The Role of Shadow Teachers For Supporting Learning Assistance on Children with Special Needs in Inclusive Early Childhood Education

Inclusive education is an implementation of the international consensus of providing education for all. Every child is given the rights as a citizen, including the right to access adequate and quality education. Inclusive education rejects dichotomies and discrimination because children are seen as having equal dignity and worth. Likewise with children with special needs such as autism, down syndrome, attention deficit hyperactivity disorder and other physical, mental and neurological obstacles. Differences in treatment encourage the presence of accompanying teachers for children with special needs at every school level. This qualitative study uses a narrative descriptive approach to explore the importance of accompanying teachers in supporting learning assistance for children with special needs. Data was obtained through field observations, interviews and documentation of 4 accompanying teachers with social work laboratory backgrounds and 2 class teachers at the school. The findings were obtained in conjunction with the data analysis process by the author as the main research instrument, seeing that accompanying teachers reflect each child's profile to accommodate needs, support learning and improve children's self-development skills activities.

Implementing early childhood education for children with disabilities in South Africa and Kenya.

The immediate implementation of early childhood education (ECE) for children with disabilities in South Africa and Kenya has been impeded by obstacles. Major gaps in implementation remain. We investigate, firstly, the widely held, but in our view fallacious, belief that the implementation of inclusive ECE can be progressively realised only when there are available resources. Secondly, we examine the other fallacious belief that children with severe and profound intellectual disabilities are ineducable, and thirdly, the belief that the provision of inclusive ECE is merely a regulatory governmental function, implying that accessibility and reasonable accommodation requirements for children with disabilities do not rest primarily on the state. This study aimed to investigate the gaps in both countries between the policies and legislation and effective implementation, to show that these gaps are exacerbated by the perpetuation of these fallacious beliefs and by information vacuums at governmental level. A critical analysis of inclusive ECE was undertaken on relevant law and policy processes in both countries to expose both governments' reasons for their lack of effective implementation of inclusive ECE. The factors contributing to the lack of immediate and significant implementation of inclusive ECE for children with disabilities in both countries have been investigated. Accountability and transparency need to be implemented at the governance level to ensure that both governments fully implement and prioritise inclusive ECE. This article establishes that mistaken premises and information vacuums may be used by governments in an attempt to renege on their international and constitutional obligations to implement inclusive ECE.

Kaleidoscope of Inclusion: Mapping Music Learning Methods through the Lens of Contemporary Early Childhood Education Literature

The use of music learning methods in inclusive schools is considered as an innovative way to create an inclusive environment that stimulates children's holistic development. Even so, not many are aware of the urgency of music as a tool to achieve this inclusion, so a more in-depth study is needed. This study aims to analyze the role of music learning methods in inclusive early childhood education (ECE) in the contemporary era. Using a Systematic Literature Review (SLR) approach, this research aims to collect, review and analyze literature related to the use of music learning methods in inclusive ECE. Data collection techniques involve conducting a structured and comprehensive search on trusted databases. The data analysis process involved selecting literature based on inclusion and exclusion criteria, considering the relevance of articles and the necessary information. The results of the literature analysis found that music learning methods play an important role in creating an inclusive environment that stimulates early childhood participation and development. Music can open doors of communication, increase social interaction, and stimulate the creativity of inclusive children.

‘Innovating’ to promote equity and inclusion in early childhood education: a framework for documenting localised pedagogical approaches

ABSTRACT This paper presents a conceptual framework for understanding ‘innovation’ in early childhood education as a process for addressing issues around social justice and inclusion. The framework is used to analyse innovative aspects of two unique, localised early childhood programmes implemented to support ethnic minority children in Northern Thailand and children of migrant labourers in urban India. Drawing on contemporary critiques that point to the global predominance of universalised models of teaching and learning, the paper highlights these contextually-responsive programmes as crucial in demonstrating the importance of ‘emergent’ pedagogical approaches for achieving equity and inclusion. To promote greater acknowledgement of programmes such as these, the paper presents a case for shifting the current focus on ‘innovation’ in education away from an emphasis on effectiveness for supporting greater efficiency of standardised, pre-determined learning outcomes, to encompass small-scale, localised approaches that support children from marginalised backgrounds.

Validation of the Inclusion Scale

Despite the importance of inclusion in education, studies that clearly define and operationalize the concept of early childhood inclusive education in South Korea remain scarce. In this study, we aimed to translate and validate a comprehensive measurement scale to assess Korean early childhood teachers' attitudes and perceptions regarding inclusion. We analyzed data from a group of 224 respondents from 82 daycare centers in South Korea and tested the inclusion scale's internal consistency, subscale reliability, and content and construct validity. The exploratory factor analysis identified four factors with varying number of items in each factor. Researchers could use this instrument to better understand Korean teachers' beliefs about themselves with respect to inclusive education. Implications for research include the utility of the survey instrument with Korean early childhood teachers.

Developing an autistic child assessment model through art therapy on concentration ability in inclusive early childhood education: A case study in Indonesia

The aim of this study is to produce a product in the form of an assessment model for autistic children through art therapy to improve their concentration ability in inclusive early childhood education schools. This research is conducted as a Research and Development (R&D) exploration employing the ADDIE model, which involves (1) analyzing the need for implementing assessments in the field, (2) designing assessment models based on the results of field analysis, (3) developing the assessment model through validation and revision towards a product that is ready for trial, (4) implementing assessment models for autistic children in five inclusive early childhood education schools in Surakarta to test the feasibility of the model, and (5) evaluating to determine the final product. The population consists of autistic students from inclusive early childhood education schools in Surakarta. Research instruments include interviews/observations, questionnaires, tests, and product validation instruments. Data analysis was conducted to observe the mean difference between the two samples using a t-test. Based on the independent sample test, a significance value (2-tailed) of 0.019 was shown. In other words, autistic children who undergo assessment with an art therapy approach exhibit better concentration skills compared to autistic children who undergo assessment without the application of the art therapy approach.