Why Disability and Inclusion must be core to Early Childhood Training

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.

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.

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.

The question then becomes obvious: why, when children with disabilities are routinely