Abstract
There is no specific definition of Inclusions; the term has been interpreted and used in various ways. In Australia, the term Inclusion is used to encompass a broad range of differences, including disability, ability, social and economic background, gender, race, and cultural and linguistic background. However, there is a need to clarify the definition of Inclusion from a global perspective
with a contemporary view, as most existing articles lack precision. Addressing diversity and inclusion issues in early childhood education or early years is crucial, as an inclusive learning environment is required to ensure equity and inclusion for all from a young age. Therefore, this study aims to examine the evolving definitions of Inclusion in early years over the past two decades
through a thorough review of the literature. A scoping literature review has been undertaken, including electronic database searches and manual searches, to explore the definition of Inclusion in early years. The search engines utilized include ERIC, EBSCOhost (education), and A+ Education. Parameters were set to search for all relevant literature from 2000 to 2022, and additional cut-offs
were set to identify papers published in peer-reviewed journals, full-texts available, and written in English. The two keywords ‘Inclusion in early years’ and ‘Inclusion and early years’ were applied through Boolean operators while searching. After maintaining the four steps of a scoping review -identification, screening, eligibility, and inclusion (included), this review identified 53 relevant
articles revealing a shift from extreme segregation to greater inclusion over time. The literature predominantly discussed two primary levels or types of inclusion, deep-level inclusion, which promotes equity for everyone, and surface-level inclusion, which involves reasonable adaptations or
special facilities for children with disabilities. These two levels encompass social and academic inclusion. By expanding our understanding of inclusion in the context of diversity and social justice, this paper proposes a concrete definition of Inclusion in the early years. Implications of this review can provide a more inclusive conceptualization while defining Inclusion in the early years for future
researchers, policymakers, and professional practitioners.
with a contemporary view, as most existing articles lack precision. Addressing diversity and inclusion issues in early childhood education or early years is crucial, as an inclusive learning environment is required to ensure equity and inclusion for all from a young age. Therefore, this study aims to examine the evolving definitions of Inclusion in early years over the past two decades
through a thorough review of the literature. A scoping literature review has been undertaken, including electronic database searches and manual searches, to explore the definition of Inclusion in early years. The search engines utilized include ERIC, EBSCOhost (education), and A+ Education. Parameters were set to search for all relevant literature from 2000 to 2022, and additional cut-offs
were set to identify papers published in peer-reviewed journals, full-texts available, and written in English. The two keywords ‘Inclusion in early years’ and ‘Inclusion and early years’ were applied through Boolean operators while searching. After maintaining the four steps of a scoping review -identification, screening, eligibility, and inclusion (included), this review identified 53 relevant
articles revealing a shift from extreme segregation to greater inclusion over time. The literature predominantly discussed two primary levels or types of inclusion, deep-level inclusion, which promotes equity for everyone, and surface-level inclusion, which involves reasonable adaptations or
special facilities for children with disabilities. These two levels encompass social and academic inclusion. By expanding our understanding of inclusion in the context of diversity and social justice, this paper proposes a concrete definition of Inclusion in the early years. Implications of this review can provide a more inclusive conceptualization while defining Inclusion in the early years for future
researchers, policymakers, and professional practitioners.
| Original language | English |
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| Publication status | Published - 28 Nov 2023 |
| Event | Australian Association of Research in Education (AARE) Conference 2023: AARE 2023 - University of Melbourne, Melbourne, Australia Duration: 26 Nov 2023 → 30 Nov 2023 https://aare.edu.au/ https://www.xcdsystem.com/aare/program/PJRPyvc/index.cfm?pgid=2998&RunRemoveSessionFilter=1 (Program) https://ieaa.org.au/IEAA/IEAA/Events/External-Event.aspx?EventKey=EXT261123#:~:text=The%20Australian%20Association%20for%20Research,at%20The%20University%20of%20Melbourne.&text=We%20look%20forward%20to%20welcoming,by%20the%20University%20of%20Melbourne. |
Conference
| Conference | Australian Association of Research in Education (AARE) Conference 2023 |
|---|---|
| Abbreviated title | Truth, Voice, Place: Critical junctures for educational research |
| Country/Territory | Australia |
| City | Melbourne |
| Period | 26/11/23 → 30/11/23 |
| Other | NOTE FROM THE CONFERENCE CHAIR We look forward to welcoming you to the AARE 2023 Conference hosted by the University of Melbourne. The theme of the conference this year is Truth, Voice, Place: Critical junctures for educational research. We invite education researchers to explore critical junctures in the field. We are excited to bring together a diverse community of scholars to engage in meaningful discussions and exchange ideas on the pressing issues facing education research today. As you will see in the Call for Papers, one immediate context for the conference theme is the upcoming referendum on recognising Aboriginal and Torres Strait Islander peoples in the Australian Constitution. This represents one of the many critical junctures facing educational researchers today, both locally and internationally. The conference aims to provide a welcome forum for scholars to discuss the implications of this historic moment, alongside the intersection of education research with broader local and global change. We welcome submissions from education researchers across all areas of the field, including curriculum, policy, pedagogy, assessment, and leadership. We hope that the conference will provide opportunities for transformation, new possibilities, and new collaborations. |
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