Abstract
All children have the right to access education, participate, learn and develop to their fullest potential. It is these rights that underpin inclusive education. Teaching inclusively refers to the intentional decisions and actions that early childhood (EC) professionals make about all aspects of teaching and learning in response to student diversity to maximise access, participation and achievement for all learners. This chapter includes a brief overview of inclusive education, links to teaching inclusively in the Belonging, Being and Becoming: The Early Years Learning Framework (V2.0) (EYLF) (AGDE, 2022) and the Australian curriculum (ACARA, 2023), and describes pedagogical approaches and practices for teaching inclusively. The chapter focuses on teaching inclusively within the context of teaching science in the early years.
| Original language | English |
|---|---|
| Title of host publication | Science in Early Childhood |
| Editors | Carol Campbell, Christine Howitt |
| Place of Publication | Australia |
| Publisher | Cambridge University Press (Australian Academic Press) |
| Chapter | 7 |
| Pages | 104-118 |
| Edition | 5 |
| ISBN (Print) | 9781009339742 |
| DOIs | |
| Publication status | Published - Jan 2024 |
