ABSTRACT
This chapter details the need for shared responsibility for inclusion across the early childhood education and care (ECEC) setting. It demonstrates the critical role of the educator in fostering positive, caring, reciprocal relationships with children to support their emotional wellbeing, identity and belonging in the ECEC setting. The leader works to empower educators to develop and or enhance inclusive practice through reflection and cooperative team work. International and national commitments to inclusion indicate the need for educational settings, including early childhood, to create the conditions that will support the full and meaningful participation of children with special educational needs. Meaningful participation involves children being actively engaged in all activities and routines in the setting, so that their involvement is more than tokenistic. Some children may require minimal support, such as small changes to the curriculum, to help them maximise certain learning opportunities and experiences.
