IN NEW ZEALAND, LEGISLATION and policy states that every young child has the right to participate in, and receive, a high-quality early childhood education. However, this is not always the case for children with disabilities and their families. This article addresses issues related to the exclusion of such children in early childhood education in New Zealand. In particular, the article highlights the exclusive cultures, policies and practices that compromise the nationally legislated policy of inclusion for children with disabilities and their families. It also offers ideas on bringing about changes in thought and practice that might help to progress inclusion.
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