Throughout history, people with disabilities have faced discrimination, segregation, and

negative attitudes from society. The way society perceived these individuals was often cruel

and degrading, leading to their portrayal as "abnormal" or "weird" in films and other media.

Unfortunately, negative attitudes towards individuals with disabilities still exist today, although

society's views on disability, special needs, diversity, and inclusion have evolved significantly

over time. In today's world, disability is now regarded as a type of diversity, emphasizing

differences and individuality. This shift in attitude has led to a greater focus on promoting

inclusion and diversity in education. In this regard, educators have a significant role to play in

promoting inclusive education within the community. It is their responsibility to ensure that

children with special needs are not marginalized and that they are given the support and

resources they need to succeed academically and socially.

This essay aims to explore the issues of disability, diversity, and inclusion in the context of

education. In particular, it will evaluate the strategies used by educators to assist families and

children and examine various policies and practices that promote improvements in the

treatment of children with special needs in early childhood settings. Additionally, it will explore

how these policies and practices impact classroom education and how educators can work to

create a more inclusive and supportive educational environment for all students.

People's opinion of disability has not always been positive (Rapp & Arndt, 2012). Disability is

a complicated thing that reflects the interactions between the individual and society (WHO,

2013). But, people can work to overcome these challenges by eliminating social and

environmental barriers (Cologon, 2014). Until the mid-1970s, parents had to keep their kids

with special needs at home instead of sending them to school, which caused the children to be

trained in isolation (Rapp & Arndt, 2012). There are two models of disability - the medical

model and the social model. The medical model sees disability as a person's body problem that

needs to be addressed (Cologon, 2014). Children require ongoing support because they lack
the ability to make informed decisions. According to the medical model, if a child with a

handicap can't do something, it's not a problem, but that reflects the child's abilities (Rapp &

Arndt, 2012). However, the social model looks at things differently. According to Cologon

(2014), the social model focuses on changing society rather than modifying individuals to fit

in. The social model can help early childhood providers create a more inclusive environment

that can reduce any barriers to disability (Cologon, 2014).

In addition, I noticed that schools have become more inclusive since the Salamanca statement.

They now have a strategy that supports children, regardless of their cultural, racial, or ethnic

differences (Forlin, 2006). Inclusion aims to remove the gap between special and regular

education by focusing on conventional schools that cater to the needs of all children,

irrespective of their abilities. As teachers, we should prioritize the children's needs and give

them more opportunities to express themselves (Cologon, 2014). As early childhood

professionals, it is our responsibility to remove any barriers that might prevent children from

feeling included in their surroundings.

Many schools and early childhood agencies in Australia have made great efforts to support

children with special needs and promote inclusivity without discrimination. These policies are

followed by educators while teaching. For example, the Inclusive Education policy is linked

with the Disability Standard for Education (2005), AITSL, and the EYLF. According to the

Inclusive Education policy, educators have a responsibility to make sure that every student,

despite their disability, is included in the standard environment, and every family is welcomed

(Department of Education and Training, 2019). Schools must follow the Disability

Discrimination Act 1992 and the Disability Standards for Education 2005 to ensure that service

providers make reasonable adjustments to make children feel comfortable and supported in

their services. This should be done not only for those with disabilities but also for those with

low socioeconomic requirements and cultural barriers (education.vic.gov.au). Every child with
special needs has the right to receive a high-quality education in regular schools, not in separate

settings (UNESCO, 1994).

After reading extensively, I have come to understand that there are some basic principles that

help all the important people in the school community to implement it. One of these principles

is that inclusive education should be student-centred and collaborative so that everyone can

recognize each child's strengths. According to the Early Years Learning Framework (EYLF),

an inclusive learning environment is one that is flexible and vibrant, catering to the interests

and abilities of each child, and accommodating different learning styles (DEEWR, 2009).

I also learned that in Australia, every service and school has its own individual assistance

program to help kids with special needs overcome participation barriers (Victorian Inclusive

Agency, 2021). These programs give families access to resources and funding so that they can

work with specialists to help their kids. During my work experience, I saw first-hand that the

individual assistance program for children with special needs was super effective in helping

families and professionals collaborate and gain more knowledge. These policies help educators

provide better quality education and gain valuable insights to expand their expertise.

A teacher's job is to make sure that all students feel included. To do that, they need to work

with other teachers, professionals, and families (Malaguzzi, 1994). Teachers should follow the

rules and laws to support all kids with special needs in their regular class with other students.

According to the Disability Standards for Education 2005, schools must talk to other

professionals and families who know the child's needs better (Australian Curriculum,

Assessment and Reporting Authority, 2018). Every child has the right to a good education

(AITSL, 2020). We need to give all kids the same chances to learn. Teachers should learn how
to be inclusive and get support from their schools (Cologon, 2014). They should also know

about resources to help families and kids with special needs.

Teachers may feel like they're in a tough spot when it comes to introducing inclusive strategies

in their classrooms. They often don't have the right training or confidence to do it (Cologon,

2014). Although teachers don't have the tools to diagnose children with disabilities, they can

notice unusual learning patterns and discuss them with families (AITSL, 20120). However, it

can be hard for teachers to share this information with families. So, they need to provide

evidence and get advice from experts who can help guide them in the right direction (AITSL,

2020). To support children with special needs and set short- and long-term learning goals,

educators work with experts, teacher aides, and parents to create individual education plans. It

takes a lot of effort to implement and get everyone's support for inclusion, but teachers can

learn more about it through professional development.

There are various techniques and activities that support kids and families in early childhood

education services. One of them is a family-centered approach, which recognizes families as

the primary educators of their children. According to the Early Years Learning Framework

(EYLF), partnership is a relationship between parents and educators, in which they both

understand the child and their role in their lives. Since the 1990s, early childhood intervention

programs have relied on the family-centered approach to achieve the best outcomes for

children. Teachers ensure that families feel empowered to make decisions for their children.

Working together with families, I set high standards for each child and involve them in

decision-making, so they feel empowered as well. As a teacher, I build trust and understanding

with families through one-on-one interactions and regular meetings. During my job, I usually

discuss observations about children with their parents to gain insight into their abilities and
interests. This helps me create the best environment for the child based on their history and

current experiences.

Another effective approach to teaching that benefits students is the strength-based method. This

method values all children equally and focuses on their abilities rather than their limitations.

Early childhood programs should have high expectations for all children, and assessment

reports should highlight their strengths and progress (Department of Education and Early

Childhood Development, 2012).

According to Gardener's Multiple Intelligences (1983), children of different ages exhibit

varying intelligences and interact with their environment in unique ways (Nagel, 2013). As

such, educators should plan learning environments that cater to children's individual learning

styles and interests. Children also learn better in collaborative settings, such as peer-to-peer

interactions or with the guidance of teachers as needed (Duchesne et al., 2012). For example,

when creating a learning environment for children, it is important to provide them with

experiences based on their interests while also giving them equal opportunities to explore at

their own pace and through cooperation. Research has shown that learning should be tailored

to the child rather than a one-size-fits-all approach, allowing children to be independent and

confident in their learning (Nagel, 2013).

So, to sum it up, it's important for all of us to work together and recognize and appreciate the

unique cultural differences, qualities, and abilities of all children, including those with

disabilities, impairments, and special needs. Teachers and schools play a vital role in this effort

by promoting positive attitudes towards inclusion and creating awareness about this crucial

topic. Teachers can help support inclusion by following policies and using inclusive techniques

in their classrooms. With this shift in mindset, education is improving, enabling students with
disabilities to receive an education, and schools are becoming more willing to provide an

inclusive environment. However, for this to happen, administrators and providers who work

with these students must have explicit knowledge of special education. By following

established rules and regulations while also addressing students' interests and self-esteem,

academic achievement can be enhanced.