Inclusion in early childhood education: A shared responsibility

Inclusion is not an add‑on, it is central to quality education and care. Yet delivering truly inclusive early childhood environments requires more than good intentions. It demands intentional policies, professional capacity, collaboration and shared accountability across educators, leadership, families and systems.

• Equity and rights: Every child, regardless of ability, background, identity or need, deserves to be welcomed, supported and given opportunity to engage.
• Belonging and identity: Genuine inclusion affirms that each child, with their uniqueness, is valued and belongs within the service and community.
• Learning outcomes: Research shows that inclusive settings support richer social, cognitive and emotional learning for all children—not just those with identified additional needs.
• Regulatory expectation: Under the National Quality Framework, inclusion is embedded in quality areas (for example, educator-to-child interactions, responsive environments, collaborative partnerships). Services are expected to show how they support equity and participation.
• Sustainable practice: Inclusion is not a “program” but a way of being, through continuous reflection, adaptation and system support.

• Leadership & governance - Leaders and boards must embed inclusion into strategic plans, budgets, staffing, professional learning and policy frameworks. Inclusion should be visible in vision statements, resource allocation and performance expectations.
• Educator capacity & mindset - All educators—not just special educators or inclusion workers—need capability in differentiated practice, universal design for learning, scaffolding, responsive pedagogy, and positive behaviour support. Cultivating a growth mindset and reflective practice is vital.
• Environment and program design - Inclusive environments anticipate diversity. Material, spatial, temporal and social design should be flexible, accessible and offer multiple entry points. Programs should provide choice, scaffolding, differentiated support and culturally responsive content.
• Partnerships with families & communities - Families and children bring the deepest knowledge of their own needs, strengths and goals. Genuine inclusion involves consultation, co‑design, shared decision-making and ongoing dialogue. Cultural and linguistic diversity, disability perspectives, and lived experience must inform inclusion strategies.
• Systems & interagency support - Inclusion is constrained or enabled by external systems, health, therapy, local community support, funding, regulation and policy. Services must engage with external partners, advocate for equitable access, and understand how to navigate systemic support for families and children.

1. Conduct an inclusion auditReview your policies, environments, practices, documentation and feedback channels through an inclusion lens. Identify strengths, gaps and priorities.
2. Engage the team in visioningCo‑design a shared vision for inclusion with educators, families and children. Use this to guide planning and decision-making.
3. Map professional learning pathwaysIdentify core inclusion competencies for staff, and plan differentiated learning (workshops, coaching, peer learning, resources, mentoring).
4. Plan inclusive practice pilotsIntroduce or trial changes in one classroom or sub‑group (e.g. universal design modifications, visual supports, flexible routines) and reflect, refine, then scale.
5. Embed inclusion in QIP and strategic planningMake inclusion a priority in your Quality Improvement Plan, governance reporting and resource allocation. Ensure it is visible, measurable and accountable.
6. Foster family partnershipsInvite families to contribute to inclusion planning, share cultural perspectives, review access or needs, and engage as co‑partners, not recipients.
7. Network and advocateCollaborate with other services, peak bodies, disability agencies and regulatory bodies to share learnings, influence policy and access better supports.