ABSTRACT
Including children who are neurodiverse in research and in practice is a necessity. This chapter considers why it is important that health and social care professionals foreground the voice of young children in family-centred practice. This chapter also contributes to our understanding of family-centred practice by focusing on the child’s view by drawing from seven studies involving preschool children with developmental disabilities. This chapter aims to extend a discourse that acknowledgement of a child’s perspective will create new priorities for everyone involved and allow interventions to be both functional and inclusive.
