ABSTRACT
Lifting the quality of learning experiences provided to all young Australians across the broad early education and care sector is being driven by community values and current government policy reforms. Early educators are under particular pressure due to the increasing diversity in abilities, learning needs, and interests of children within their classrooms. This chapter spotlights seven research-informed practices that can be used regularly throughout the day to better support all children and cater for learner diversity. These practices are not offered as recipes for teaching children with disabilities and learning difficulties. Rather, they are viewed as enrichers to teaching and learning within an inclusive classroom. Decisions to use or adapt any of these practices are likely to depend on one’s personal theory of teaching, the characteristics of the classroom context, and a careful analysis of learner needs.
