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A Model of Inclusion for Children With Disability in NSW Community Preschools

Published online by Cambridge University Press:  23 August 2021

Tracey Quick ,
Beth Flatley ,
Claire Sellwood ,
Oishee Alam  and
Ildi Vukovich
Tracey Quick
Affiliation:
New South Wales Department of Education, Australia
Beth Flatley*
Affiliation:
New South Wales Department of Education, Australia
Claire Sellwood
Affiliation:
New South Wales Department of Education, Australia
Oishee Alam
Affiliation:
New South Wales Department of Education, Australia
Ildi Vukovich
Affiliation:
New South Wales Department of Education, Australia
*
*Corresponding author. Email: [email protected]
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Abstract

The New South Wales (NSW) Government supports the meaningful participation of children with disability and additional learning needs in community-based not-for-profit preschools. Funding and sector capacity building is provided under the Disability and Inclusion Program to support access and participation in educational programs. Research and theories, which highlight the essential factors for successful inclusion, have been used to guide the development of the program. Baseline data were collected from 680 survey respondents from NSW community preschools regarding barriers to inclusion and supports needed to ensure that inclusion for children with additional needs is successful. Attitude to inclusion was not reported to be a major barrier; however, educators reported the need for specialist support and appropriate training. Data from the program continue to reveal the reality of inclusion for children and the role played by funding and ongoing capacity-building support.

Keywords

inclusionpreschoolscapacity buildingdisabilityadditional needsNDIS
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 45 , Issue 2 , December 2021 , pp. 150 - 163
Copyright
© The Author(s), 2021. Published by Cambridge University Press

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Footnotes

†

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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