Inclusion

The concept of inclusion has been on a journey, and as such this chapter opens with an exploration as to how the concepts we understand around inclusive practice in Early Years today have evolved. It explores the current ideologies for practice, stemming from key policies which not only define inclusion but also highlight the importance of integrated working, multi-agency, and collaborative approaches that centre the child within a web of professional, familial, and community relationships. By situating inclusion within these frameworks, the chapter aims to explore both commonly understood lenses, such as Special Educational Needs and Disability (SEND) and disability, and wider perspectives including gender and English as an Additional Language (EAL). The first half of the chapter focuses on inclusion through the lens of SEND, drawing from the lived experience of a practitioner navigating their role as a Special Educational Needs and Disabilities Co-ordinator (SENDCO), a practitioner-led study into confidence around autism identification, and a nuanced case study on integrating Makaton within settings to support deaf children. The second half considers less frequently explored aspects of inclusion, such as engaging with Somali families with EAL and navigating gender expression in early childhood. Ultimately, this chapter aims to bring together stories from the sector, centring practitioner voices to illuminate what inclusion looks like in reality for integrated practice. It argues for the power of integrated working in enabling more holistic, equitable, and responsive early years environments.