What does meaningful inclusion for students with disabilities look like in early childhood, and how can the expansion of Public TK ensure and cultivate more inclusive practices rather than replicate the inequities seen in K–12?
In this module, participants explore what meaningful inclusion looks like in early childhood public education and why inclusive practices are essential for supporting the learning, development, and belonging of all children and their families. After establishing a foundation in the principles of inclusive education, participants examine the beliefs, systems, and practices that can either support or hinder inclusion. The module focuses on recognizing and addressing barriers such as bias, deficit-based thinking, and ableism, while highlighting strategies that foster equitable, strengths-based learning environments where every child is valued, participates fully, and has opportunities to thrive.
Participants will:
- Explain the core principles and benefits of inclusion in early childhood public education
- Identify the beliefs, biases, and systemic barriers, including deficit-based thinking and ableism that can limit equitable access, participation, and belonging
- Apply a strengths-based, asset-oriented lens to support inclusive practices for children with disabilities and other diverse learners