Inclusion in Early Childhood Education: Key Stakeholders, Political and Media Perspectives, and Impact on Educators, Children, and Families

Running head: INCLUSION
Inclusion
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1INCLUSION
Table of Contents
Introduction....................................................................................................................2
Key Stakeholders...........................................................................................................2
Political Perspective.......................................................................................................3
Media Perspective..........................................................................................................3
Impact on Early Childhood Educators...........................................................................4
Impact on Children and Families...................................................................................5
Conclusion......................................................................................................................6

2INCLUSION
Introduction
In the context of education of the children with disabilities and developmental delays,
inclusion has a significant role to play. Inclusion ensures that these children are being a part
of the society and getting the education they need. There are a few important factors that
impacts this inclusion.
Key Stakeholders
The key stakeholders in child education are the early childhood educators, early
childhood practitioners and the families of the children. The best way for the children with
various disabilities or developmental difficulties to learn is to learn with the children without
those issues. The ECIA along with ECI, ECEC, and the government developed the Working
Together Agreement to assist the families, ECEC settings, and the ECI practitioners towards
collaboration (ecia.org.au, 2018). The purpose of this collaboration is to share the approaches,
strategies, practices, philosophies, processes that are most appropriate for inclusion, discuss
the role and impact of the teachers and practitioners, and monitor the children to recognise
the progress. This proficiency of this agreement is that it promotes and initiates inclusion.
In the context of inclusion, Kemple (2004) discusses the importance of including both
children with disabilities and children with normal development in the same learning
programs. There are differences in the educational preparation and organisations between the
early childhood special and general education teachers, yet the aims and objects are
indifferent. Both fields aim for the learning and wellbeing of the children. The learning
activities and programs that include children with and without disabilities require a particular
set of competences from the teachers. The teachers in such education systems must have the
awareness of various approaches as well as the openness to those. In this context, reflecting