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Autistic children: Promoting their inclusion, engagement and skill development in early childhood education

Authors

  • Kate McAnelly Open Polytechnic
  • Laura J. Hall San Diego State University
  • Samuel L. Odom University of North Carolina-Chapel Hill
  • Erin Hall Universal College of Learning
  • Kerry Purdue Open Polytechnic

Keywords:

early years, Autism, inclusion, intentional teaching

Abstract

The early childhood education (ECE) sector in Aotearoa New Zealand is committed through policy to inclusive pedagogy for all children, however translating such policies into everyday practice for teachers can be challenging. According to an Education Review Office (ERO, 2022) report, many ECE teachers do not feel confident teaching children with disabilities. With increasing numbers of autistic children with additional needs enrolling in ECE, it is vital that teachers build capability through professional learning to promote the rights, wellbeing and belonging of these children (ERO, 2022; Ministry of Education, 2017). Our intention in this article is to forefront the rights of autistic children attending ECE settings in Aotearoa New Zealand and the importance of culturally responsive, thoughtful, intentional pedagogy to meet their learning needs. We identify and describe the characteristics and strengths of autistic children that teachers can affirm and build on, highlight evidence-based practices from research that can help facilitate the active participation and inclusion of these children and their families, and discuss the importance of culturally responsive practice. We also share freely available resources that support teachers’ professional development and implementation of inclusive curriculum. We conclude by emphasising the critical importance of the type of working conditions in ECE settings and support systems that promote inclusive practice.

Author Biographies

Kate McAnelly, Open Polytechnic

Dr Kate McAnelly is an early childhood Regional Academic Staff Member for the Open Polytechnic | Te Pūkenga based in Dunedin, as well as the Lead Practitioner of Tūranga mō ngā Mokopuna, her not for profit PLD venture that supports early childhood kaiako to strengthen the inclusivity of their practice. Kate's research interests are primarily centred around kaupapa of disability, equity, inclusion and rights in early childhood education.

Laura J. Hall, San Diego State University

Laura J. Hall is Professor of Special Education at San Diego State University. She is the creator of the M.A Degree/Autism specialization program with publications (book, journal articles) focused on supporting educators to maximize the potential of individuals with autism and their families. The focus of her current research is on evaluating the implementation of evidence-based practices by school personnel, fostering authentic community engagement, and identifying factors that foster equity and inclusion in diverse communities. She is leading several grant funded program transformation efforts focused on preparing a culturally responsive and identity affirming early education workforce.

Samuel L. Odom, University of North Carolina-Chapel Hill

Dr. Samuel L. Odom is a Senior Research Scientist at the Frank Porter Graham Child Development (FPG), University of North Carolina-Chapel Hill. At FPG, he co-directs the National Clearinghouse on Autism Evidence and Practice. In addition, he is an adjunct Professor at San Diego State University. Throughout his career, his research and scholarship has focused on issues related to inclusion of children and youth with disabilities. In 2016, he received an honorary doctoral degree from Stockholm University. In 2023, Dr Odom received the Career Research Award from the Division of Research of the Council for Exceptional Children.

Erin Hall, Universal College of Learning

Erin Hall is a senior lecturer in the Bachelor of Teaching (ECE) programme at UCOL (Universal College of Learning – Whanganui Campus). Prior to this, her background was in kindergarten teaching and in leadership roles, both in New Zealand and Australia. Erin has interests in the areas of inclusion and diversity, professional practice experiences, and mentoring, with all these areas underpinned by the values of collaboration, relationship building and seeking ongoing understanding about teaching and learning.

Kerry Purdue, Open Polytechnic

Kerry Purdue is a regional Academic Staff Member in the early childhood education programmes at Open Polytechnic|Te Pūkenga. Kerry is a teacher researcher who is interested in a wide range of issues related to early childhood education policy and practice including disability, quality, curriculum, rights, equity, inclusion, and ITE. She is currently working on a research project on teacher diversity in early childhood education. The aim of this project is to continue the korero on what needs to be done to ensure early learning services are safe, fair and equitable places for all.

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How to Cite

Autistic children: Promoting their inclusion, engagement and skill development in early childhood education. (n.d.). Kairaranga, 26(1), 1-19. https://doi.org/10.54322/1ab65618

Issue

Vol. 26 No. 1

Section

Peer reviewed articles
DOI: https://doi.org/10.54322/1ab65618

How to Cite

Autistic children: Promoting their inclusion, engagement and skill development in early childhood education. (n.d.). Kairaranga, 26(1), 1-19. https://doi.org/10.54322/1ab65618