Why Disability and Inclusion Must Be Core to Early Childhood Training
- May 7
- 5 min read
Updated: 1 day ago
Jenny Nechvatal is widely recognised for her expertise in early childhood education and disability advocacy. She is the founder of Innovative Disability Solutions, author of the 2024 publication Embracing Disability in Early Childhood, and a consultant helping early childhood services incorporate inclusive practices into their programs.
When I completed my Early Childhood degree in 1989, disability and inclusion were covered in a single semester of a three‑year program, a broad overview at best, with a few suggestions for engaging children with disabilities in play. Fast forward more than three decades, and the picture hasn’t changed as much as it should. When I later worked as Head of Department at a TAFE, there was still no dedicated subject on disability and inclusion. Students asked questions constantly, but reliable, structured training was scarce.
The training gap in practice
This gap is not just an academic concern, it’s a practical crisis playing out daily in early childhood services. I hear it repeatedly when I deliver workshops: educators have many questions about supporting children with disabilities and their families. They want concrete strategies, deeper knowledge about a disability a child is living with, and guidance they can apply immediately in their rooms. These are not peripheral requests. They are core to educators’ ability to provide quality care and to cultivate genuine inclusion.
Pressure on services and educators
Directors and early childhood leaders are noticing that children diagnosed with autism and ADHD are bringing new opportunities for growth and learning to services. Over the past five years, many have observed shifts in children’s presentations that invite creativity, adaptation, and professional growth. Educators are working hard to respond and to build inclusive environments, but they need more structured support, resources, and professional development to fully harness these strengths. With targeted guidance and collaboration, services can enhance educator wellbeing and enrich learning experiences for every child.
Why training must reflect reality
The question then becomes obvious: why, when children with disabilities are routinely attending mainstream early childhood services, is this not reflected in educator training? The assumption that mainstream settings are unlikely to include children with disabilities is outdated. We are shortchanging educators, families, and children by failing to embed robust disability and inclusion training for teachers and educators.
Evidence that works
Research supports what educators report in practice. Studies show that “teacher training positively influences educators’ attitudes, beliefs, and classroom practices related to inclusion”.[1] When teachers engage in focused professional learning, their perceptions of disability shift, and they adopt more inclusive approaches to children and family partnerships.
What inclusion really means
These changes in educator knowledge and mindset matter because inclusion is about more than access. “Inclusion refers to an approach to practice where all children and families are accepted and served within a program and where each child and family experiences a sense of belonging and is supported to participate fully in all aspects of the program or service.”[2]
It’s about the child being seen and understood, about their strengths being recognised and built upon. Families need to feel confident that their child will be supported and valued when enrolled. Without training, services risk marginalising children not deliberately, but through a lack of understanding and practical skill.
Questions raised by training gaps
Training gaps raise urgent questions for services and communities. First, are families of children with disabilities confident in enrolling their child in mainstream early childhood programs? Families need assurance that their child will be supported in a way that meets their unique needs and respects their expertise as caregivers.
Additionally, do families feel that their child’s needs are being fully met? It’s essential that early childhood programs not only acknowledge these needs but also work collaboratively with families to ensure comprehensive support.
Lastly, do children with disabilities feel seen and supported in these programs? It’s crucial that these children feel valued and included, as neglecting their needs can lead to feelings of isolation and exclusion. Addressing these questions is fundamental to creating inclusive and supportive environments for all children.
How educators develop their understanding
How do educators form their understanding of disability and inclusion? For many, perceptions are shaped by a mixture of personal experience, ad hoc professional development, and on‑the‑job learning. Research by D. Koller and colleagues (Toronto Metropolitan University) found that educators come to their roles with varied lived experiences of inclusion. Crucially, when teachers engage in structured training, their attitudes and practices evolve: they reframe their role, develop new strategies, and strengthen partnerships with families. ‘It isn’t the same for everyone: Early childhood educators’ lived experiences with cultivating social inclusion’.
A personal perspective
I speak about this from dual perspectives. As a parent of two children living with a disability, I wanted learning environments where my children were valued and understood. As an early childhood professional prior to being the parent of children living with a disability, I needed the tools and confidence to move from thinking “this is difficult” to recognising each child’s strengths and planning intentional, inclusive approaches. Both lenses make clear: training is essential.
Practical changes needed, what needs to change?
University and TAFE programs should integrate comprehensive, evidence-based content on disability and inclusion throughout their courses. Rather than being an optional or token subject, these topics should be sustained and woven into all aspects of the training curriculum. This will ensure that educators are equipped with a deep, continuous understanding of inclusive education, making it a core part of their professional development.
In addition, courses should incorporate practical strategies, real-world case studies, and mentored field placements focused on inclusive practice. This hands-on approach will allow students to gain valuable experience and apply their knowledge in real educational settings, helping them to develop the skills necessary for fostering inclusive environments.
To further support educators, services should prioritize accessible, in-service workshops that provide actionable tools for addressing the diverse needs and behaviors of students. These workshops should be designed to empower educators with the knowledge and confidence to adapt their teaching methods to ensure all students are supported.
Lastly, mentorship programs and communities of practice should be actively supported to foster a culture of continuous learning and professional growth. By connecting educators with experienced colleagues, they can share insights, learn from one another, and reflect on their practices, ultimately improving their ability to create inclusive learning environments.
Read more from Jenny Nechvatal
Jenny Nechvatal, Early Childhood Consultant and Author
Jenny brings a unique dual perspective on disability and inclusion, combining insights from her 30-year career in Early Childhood and parenting two children living with a disability, with a special focus on autism. She is dedicated to upskilling teams and transforming attitudes to create more inclusive, understanding environments. Through her book and workshops, Jenny helps educators see disability in a new light, fostering positive change in early childhood settings and schools.
References:
[1] (Gardner‑Neblett et al., 2021; Kwon et al., 2017; Schaub & Lütolf, 2024; Yu & Park, 2020, 2022)
[2] (College of Early Childhood Educators, 2017, p. 24)
Further resources:
For those interested in the conversation, ECE Quality Ireland hosts Paula Walsh and Sabine Govern, who discuss these issues in depth on their podcast episode here.
Koller, D., Matthiesen, A., Oulton, A., & Murphy, E. (January 17, 2025). "It isn’t the same for everyone": Early childhood educators' lived experiences with cultivating social inclusion. Journal of Early Childhood Teacher Education, DOI: 10.1080/109001027.2025.2450794.
Inclusion is more than policy language, it’s a practice that requires knowledge, confidence, and commitment. If we want early childhood services where every child belongs and thrives, we must invest in the training that makes inclusion real, before educators enter the workforce and continuously thereafter.
