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Inclusion ready

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​​​​A great start for children across Queensland, from all social, cultural, community and family backgrounds, and of all identities and all abilities.

Access information and resources to support inclusive practices, pathways and partnerships.

​Inclusive practices

Services and educators are confident and ready to support all children’s active participation in early learning programs and embed inclusive practices.

Inclusive pathways

Supportive transition pathways are in place for all children and families across early childhood programs and services.

Inclusive partnerships

Partnerships across communities support all children’s learning, wellbeing, development and successful transition.

For families

​​Families can refer to the inclusion of children with disability page for more information.

For services

  • Foundations for Success is a website with resources and guidelines to support the quality inclusion of Aboriginal and Torres Strait Islander children in the kindergarten year.
    • ​Foundations for Success provides approaches to curriculum development that contribute to quality early learning programs for Aboriginal and Torres Strait Islander children.
  • The Ready Together​ resource provides culturally enriched guidance on early learning and development. These guiding tools and others help to ensure the delivery of quality, evidence-based approaches in and across all early years services and kindergartens. More information is available in the how much do you know about babies’ brain development? news item.
  • Early Years Connect is a set of professional development materials tailored to early childhood educators working with children with complex additional needs. The program consists of information sheets, recorded webinars on inclusion topics and online learning modules.
  • The Early Years health and development portal offers a series of self-paced training courses, videos and links to resources to enhance knowledge and skills in children’s health, development and wellbeing. The portal offers insight into diverse learning needs, conditions of wellbeing and complex challenges faced by the young children in our care. It offers evidence-based professional tools and strategies for improving practice across a diverse range of settings.
  • Sally and Possum​ is Australia’s first educational television show for young deaf and hard of hearing learners who use Australian Sign Language (Auslan) as their primary means of communication. The accompanying teacher and educator resource package is designed to guide teaching and learning opportunities in the early years and align with the Australian Curriculum and Queensland kindergarten learning guideline.

Inclusive practice​s

The department's inclusive education policy supports a shared vision to provide opportunities for every child, while meeting the needs of families and communities with a range of services.

Early years services work in partnership with families and other professionals to share perspectives, understand and celebrate different ways of being to deliver an inclusive, child-centred approach to improve outcomes for all children.

Through our interactions, programming and partnerships, we demonstrate our commitment to high expectations for all children, equity in decisions and actions and respect for diversity. The Early Years Learning Framework (EYLF) guides curriculum decisions during the first 5 years of children’s education and care. Cultural knowledge and Aboriginal and Torres Strait Islander perspectives are embedded into kindergarten learning programs through the Queensland kindergarten learning guideline (QKLG) and Foundations for Success.

Being an inclusion-ready service means that children and families across Queensland, from all social, cultural, community and family backgrounds, and of all identities and all abilities are able to:

  • be welcomed at their local kindergarten or early years service
  • learn together in a safe and supportive environment that celebrates diversity
  • engage in culturally responsive, differentiated learning through evidence-based activities and tailored programs that meet their learning and developmental needs
  • grow and develop and enjoy positive transitions from home to early learning, kindergarten and to school.

Inclusive pathw​​​ays

Whether a child’s early learning journey begins at an occasional care service, long day care centre, kindergarten or school, their transition to, between and through the early years can be exciting, important and sometimes overwhelming.

​In making the moves, most families and children will find themselves adapting to change, adjusting to new routines and seeking to understand new people, environments and expectations. This process of adaptation is called transition and spans the time between planning to move into the new setting and when a sense of belonging as an established and connected member of the new community is achieved.

By strengthening transition pathways for all children and families during this time, we ensure everyone benefits.

Inclusive partnerships

Everyone has a role to play in facilitating partnerships and supporting stronger, more connected communities. Children and families who are part of connected communities experience a greater sense of belonging, positive identity and cultural wellbeing. Similarly, when services and professionals collaborate effectively and work in a community-minded way, we are able to develop more precise and successful solutions.

Early years services work in partnership with families, cross agency colleagues, schools and education services, allied health professionals, elders, communities and other professionals to share perspectives and understand and celebrate different ways of being to deliver an inclusive child-centred approach to improve outcomes for all children.

L​​inks

  • Early Years Places are ‘one-stop shops’ where families can access multiple services or referrals to specialist services for their children and themselves. They support families with children aged from birth to 8 years of age and respond to the changing needs of local communities. Early Years Places proactively connect with local networks wherever practical, including local kindergarten services.
  • An Early Childhood Development Program (ECDP) (PDF, 3.4MB) is a program the department provides to support children from birth to 5 years with significant educational support needs arising from diagnosed or suspected disability. ECDPs aim to support children’s early learning and help develop valuable skills children need to be successful learners now and as they transition into school.
  • National Disability Insurance Scheme (NDIS) Early Childhood Early Intervention (ECEI) is for children with a disability or developmental delay under the age of 7 years. Children do not require a diagnosis to access NDIS ECEI services and supports. The NDIS ECEI community partners provide information and advice about supports and services available in your local community, can work with children to provide short- term early intervention supports, and help families access an NDIS plan for their child.

​​What is inclusion?

Quality early learning is for all children. All children and families benefit from having access to inclusive early learning and development activities that promote positive outcomes.

Inclusion icon

Children experience inclusion when they fully engage and participate in quality early learning, supported by reasonable adjustments and tailored responses to help them reach their potential. Parents and caregivers feel included when their role as their child’s first teacher is acknowledged and they are empowered to contribute to the learning and growth of their child. Inclusion remains everyone’s priority and is supported by effective policies and every day practices across all early years settings.

​​Inclusive child-centred practice differs from other approaches in significant ways:

Integration icon

I​ntegration – children and their families participate in learning and development activities but adjustments are not made to support individuals. This can affect participation or their ability to access supportive services that can meet individual needs.

Segregation icon

Segregation – programs and practices might be tailored to a family or child’s individual needs but support is always delivered separately in isolation from other children.

Exclusion icon

Exclusion – children and families are unable to access any form of learning and development, support or care.


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Last updated 29 July 2021