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This paper will describe the practices that can be used in ECCE settings to support children’s inclusive learning experiences, and the benefits of using such practices for children, families, and early childhood practitioners.
Spanning across two counties and the coordination of professionals at the local and state levels, this model provides early learning programs, children, and families with prompt and responsive supports toward inclusion and the reduction of suspension and expulsion from early childhood settings.
To expand upon the challenges related to inclusion in the early childhood care and education (ECCE) context, this report reviews the international research and policy literature concerning different approaches to inclusion in ECCE in high-income countries. 1.1 What is inclusion? The GEM report defines inclusion as both a ‘process’ and a ‘result’.
Early childhood intervention (ECI) programmes are essential integrated services that ensure this is achieved from birth to three or five years of age and that children transition successfully from ECI services to inclusive preschools, kindergartens and primary schools.
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Dec 27, 2023 · Editorial. First published online December 27, 2023. Promoting Inclusive Practices in Education: Bridging Gaps and Fostering Independence. Shaqwana Freeman-Green, Ph.D., Pamela Williamson, Ph.D., and Kyena E. Cornelius, Ed.D. View all authors and affiliations. Volume 56, Issue 2. https://doi.org/10.1177/00400599231223785. Contents. PDF / ePub.
Despite this progress, the large number of children still excluded from pre-school is a major concern, given the strong evidence linking access to inclusive early childhood care and education (ECCE) with school success, overall development, and well-being.
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Examining the prevalence of different dimensions of diversity in ECEC centres and their associations with indicators of quality, this policy brief points to directions that policymakers can take to ensure that ECEC systems address the needs of children from all backgrounds.
