This chapter presents an introduction and overview of inclusive teaching within the context of teaching science in the early years. To begin with, key international agreements are identified to provide a background, rationale and context for teaching inclusively, followed by a brief introduction to Australian law in relation to teaching children with disability. Inclusive teaching is more than including children in the classroom, it is about equity, access, participation and maximising learning for all. Teaching science inclusively focuses on the planning, teaching, and assessment considerations and practices which educators/teachers must adopt in order to fulfil legal obligations, international agreements, inclusive education policies and professional responsibilities.
|Title of host publication||Science in Early Childhood|
|Editors||Coral Campbell, Christine Howitt, Wendy Jobling|
|Publisher||Cambridge University Ppress|
|Publication status||Accepted/In press - 2020|