ABSTRACT
This chapter focuses on the concept of meaningful participation, and how the environment, supports or hinders this for young children with special educational needs (SEN). It explores the leadership role in the context of leading, building and maintaining an inclusive learning environment. The chapter discusses the learning environment, indoor and outdoor, with a particular emphasis upon how the physical, aesthetic and temporal aspects contribute to effective and meaningful participation and inclusion in an early childhood context. Regardless of the child's need, however, each of the four aspects of the PEAT model is fundamental to the concept of inclusion, and must be in harmony to effect and maintain inclusive practices within the setting. The ultimate purpose of intentional leadership as it relates to the learning environment is to ensure children's access to meaningful participation and inclusion in the setting. The intentional leader identifies gaps in educator knowledge and skills with regards to maintaining an inclusive learning environment.
