ABSTRACT
An inclusive practitioner will recognise children as individuals and be able to provide an environment tailored to meet their individual needs in whatever setting they may be in. Ainscow has a transformative approach to inclusion that involves asking how inclusive practitioners can transform the education system by reaching out to all children in an ongoing process. As an inclusive practitioner the people will need to be proactive in keeping our knowledge up to date with the continuous updating of policy and legislation within the sector of early childhood. This chapter underpins development of policy and practice over the past hundred years by an inherent dilemma known as the dilemma of difference. It examines the inclusive practitioner, and identifies ways to support the people as a student practitioner and as a future practitioner in the workplace. The chapter also examines historic and current policy and legislation and the implications for the people as an inclusive practitioner.
