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Inclusive Practices for All: Child Perspectives

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Challenging Democracy in Early Childhood Education

Abstract

The focus of this chapter is on children’s perspectives of inclusion. Inclusion as a democratic principle is highlighted with research-based discussions on all children as citizens in a classroom, the impact of inclusion on children, children’s attitudes about disabilities, the teachers’ role in promoting inclusion, developing friendship skills in all children and strategies for teaching appropriate, inclusive social skills. Empirical evidence on training children to be more inclusive and to develop friendships with all children will be presented. Through inclusive settings, children with and without disabilities will develop a sense of belonging through full participation in society. The citizenship of children with disabilities in inclusive settings is vital to successful community building and acceptance amongst all people.

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Authors and Affiliations

  1. Department of Special Education, California State University, Fullerton, Fullerton, CA, USA

    Janice Myck-Wayne & Melinda R. Pierson

Authors
  1. Janice Myck-Wayne
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  2. Melinda R. Pierson
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Correspondence to Janice Myck-Wayne .

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  1. Karlstad University, Karlstad, Sweden

    Valerie Margrain  & Annica Löfdahl Hultman  & 

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Myck-Wayne, J., Pierson, M.R. (2019). Inclusive Practices for All: Child Perspectives. In: Margrain, V., Löfdahl Hultman, A. (eds) Challenging Democracy in Early Childhood Education. International Perspectives on Early Childhood Education and Development, vol 28. Springer, Singapore. https://doi.org/10.1007/978-981-13-7771-6_14

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  • DOI: https://doi.org/10.1007/978-981-13-7771-6_14

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  • Online ISBN: 978-981-13-7771-6

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