ABSTRACT
This chapter deals with attitudes, values and beliefs and shows how these impact upon the image of the child, the concept of inclusion, and approaches to working with children in early childhood education and care settings. The reluctance to include children with disabilities may be associated with early years providers' and educators' attitudes towards inclusion, which is considered to be one of the most vital aspects of meaningful inclusion practices. In terms of attitudes, Underwood argues that it is not the diagnosis that defines disability, but the degree to which those working with young children meet the needs of each child, either facilitating their development or creating barriers. Reluctance to include children with disabilities may be associated with early years providers' and educators' attitudes towards inclusion. A shared value system that supports inclusive practices is founded upon the view that diversity in the early years is beneficial for all children.
