Challenging barriers to inclusion through a social relational lens in early childhood
Background: Inclusive education is a human right, yet barriers to the inclusion of children who experience disability continue in Australian early childhood settings. Many educators report uncertainty about how to translate inclusive theory into everyday practice.
Aim: This study investigated whether links between the social relational model of disability and educational practice were evident in educators’ and parents’ reported perspectives and practices in three early childhood centres in Sydney, Australia.
Method/approach: Institutional ethical approval and consent were obtained. Using Bronfenbrenner’s ecological theory to position children within interconnected contexts, the study used a sequential mixed-methods design. Eight educators and 30 parents completed online questionnaires about disability, inclusion, barriers, communication, resources, environments, and inclusive practice. One centre director participated in a semi-structured interview. Quantitative and qualitative data were analysed to identify barriers to doing, barriers to being, and strategies for challenging these barriers.
Results/findings: Participants generally described their centres as inclusive and recognised that barriers affect children’s participation. However, many understandings of disability reflected deficit, medical model, and ableist assumptions. Social relational understandings were evident when participants identified disabling features of environments, communication, resources, and attitudes. Educators tended to describe barriers as changeable, while parents more often emphasised their negative impacts.
Conclusion: The study identified links between the social relational model of disability and inclusive early childhood practice. It also showed gaps between inclusive intentions and understandings of disability in the three centres. Suggested responses included education, mentoring, improved communication, environmental modifications, and personalised practice.
Implications for children and families: Children and families benefit when early childhood centres identify and challenge barriers so all children can participate, belong, and be valued as capable contributors.
Implications for practitioners: Practitioners can strengthen inclusion by critically reflecting on ableism, communicating openly with families, and making context-specific adaptations to attitudes, communication, resources, and environments.
Keywords: inclusive education, inclusive early childhood education, early childhood education, children’s rights, children’s inclusion, quality education, reduced inequalities, barriers, ableism
This presentation relates to the following United Nations Sustainable Development Goals: