Inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs. It takes into account all children’s social, cultural and linguistic diversity including their learning style, abilities, disabilities, gender, family circumstance and geographic location.   

Inclusion happens when every child is viewed as capable and competent, and their contributions are valued.  

Inclusion ensures that all children are supported to be active members of their community. It empowers them to participate meaningfully while learning and interacting in programs that acknowledge their individual strengths and interests. 

It is important for early childhood educators to understand that children's learning needs differ and therefore programs and settings must be adapted accordingly. Strategies must be in place to remove barriers to participation, and in doing so, all children will benefit and feel a genuine sense of belonging to the preschool and its community.

Three dimensions form the basis of strategies to achieve a truly inclusive model:

1. Access - every child has access to early learning.

2. Participation - every child experiences meaningful participation by providing programs in which children are recognised as 'active agents' in their own learning. 

3. Outcomes - every child experiences positive learning outcomes in the areas identified in the Early Years Learning Framework. 

Quality Area 6 of the National Quality Framework focuses on quality partnerships with families and communities. Developing and maintaining relationships with families, and supporting parents and carers in their role is vital for achieving quality outcomes for children. Collaborative partnerships are known to enhance children’s inclusion, learning and wellbeing so must at the forefront of a child and families' early childhood education journey. 

The Early Years Learning Framework (EYLF) is made up of learning outcomes, principles and practices, which educators use in their documentation of children's learning and in their reflection and planning. Inclusion is essential for all children to achieve positive learning outcomes. Educators must therefore reflect on the EYLF through an inclusive lens to ensure that all children:

• have a strong sense of identity; 

• are connected with and contribute to their world; 

• have a strong sense of well-being; 

• are confident and involved learners; 

• and are effective communicators. 

True inclusive practice means taking into account children’s social, cultural and linguistic diversity in all curriculum decision-making processes. This will ensure that all children have equitable access to resources and participation, and opportunities to demonstrate their learning and valu. 

The Preschool Profile and Action Plan is a working document that supports discussions between your preschool and Learning Links, as your SCB provider. The purpose is to: 

• identify the supports that we can deliver to assist the development of long-term initiatives and achievement of improvement outcomes which enable children with disability and additional needs to participate in a quality early childhood education program on the same basis as their peers

• set out an agreed approach for the coming 12 months for how we will work together in the delivery of the identified supports

• ensure transparency and understanding of the support that will be delivered across the year 

To assist you your critical reflection and the development of the Preschool Profile and subsequent Action Plan, we will be using the following self-reflection tool:

Learning Links Self Reflection Tool

Our team will be in touch shortly to further discuss the tool and commence the Action Planning process.