Resource Teachers: Learning and Behaviour (RTLB) work with teachers to identify learning and behaviour needs of students who experience barriers to educational success. The language RTLB use can have a significant impact on teachers’ response to the inclusion of students with special learning needs and is key to improving educational outcomes for all learners. We examined the extent to which RTLB in New Zealand used inclusive, strengths-based language in initial meetings with teachers and whether shifts could be made through professional learning and development (PLD). Data collected included audio recordings, transcripts of initial meetings pre- and post-PLD, RTLB reflections on both transcripts, and questionnaires. Results indicate limited use of inclusive, strengths-based language prior to PLD. However, PLD that provided targeted opportunities to reflect on evidence of language behaviour and to practise requisite skills markedly increased RTLB awareness, knowledge, and skills with respect to inclusive, strengths-based language. Findings indicate that change often requires disrupting long-held beliefs and practices and a need for evidence of these to be able to do so. The findings have implications for the type of in-depth PLD needed to facilitate change in the language RTLB use when working with teachers.

Although international research has accumulated significant evidence on inclusive practices and their benefits for children, how this translates into early childhood settings is often unsatisfactory within and across countries. Against the background of general acceptance of the principles incorporated in the Convention on the Rights of Persons With Disabilities, we examine how 3 countries who are signatories to this convention, Australia, Greece, and Malaysia, are making progress towards inclusion in early childhood. Using an implementation science framework, the key components of enabling contexts, research-based practices, and effective implementation supports are explored. In this framework, each of these components is essential for achieving the desired outcomes of inclusion. The country profiles of Australia, Greece, and Malaysia are examined (including similarities and differences in legislation, policies, early childhood services, and practices) in an effort to support understanding of factors facilitating and challenging early childhood inclusion.