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Small Steps: The Inclusion of Young Children With Disabilities in Australia, Greece, and Malaysia

Published online by Cambridge University Press:  21 July 2021

Jane Warren Open the ORCID record for Jane Warren [Opens in a new window] ,
Elena P. Soukakou ,
John Forster ,
Lai-Thin Ng  and
Evdoxia Nteropoulou-Nterou Open the ORCID record for Evdoxia Nteropoulou-Nterou [Opens in a new window]
Jane Warren*
Affiliation:
University of Wollongong, Australia
Elena P. Soukakou
Affiliation:
University of Roehampton, UK
John Forster
Affiliation:
Noah’s Ark Inc., Australia
Lai-Thin Ng
Affiliation:
National Early Childhood Intervention Council, Malaysia
Evdoxia Nteropoulou-Nterou
Affiliation:
National and Kapodistrian University of Athens, Greece
*
*Corresponding author. Email: jwarren@uow.edu.au
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Abstract

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.

Keywords

inclusioninclusive practicedisabilityearly childhoodimplementation science
Type
Literature Review
Information
Australasian Journal of Special and Inclusive Education , Volume 45 , Issue 2 , December 2021 , pp. 164 - 177
Copyright
© The Author(s), 2021. Published by Cambridge University Press

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Footnotes

†

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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