Rationale for Change: Reconceptualizing Inclusive Early Childhood Education Through Practice

115 Vol. 24, No. 3, September 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211020288 DOI: 10.1177/10962506211020288 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Through inclusion, children with disabilities can participate as valued members of a learning community as they receive effective instruction and appropriate supports in general education settings (McLeskey et al., 2014). However, as we describe in this introduction, there are recurring challenges to achieving inclusion. Building on Beneke and Park’s (2019) YEC special issue, in this special issue, we assert that education for all young children must extend beyond the inclusion of children with disabilities in general education settings and, therefore, must inherently encompass and be responsive to all social identities (e.g., ability, race, language) through inclusive education. Thus, we recognize inclusive education as the process of (a) redistributing access to and participation in quality learning opportunities; (b) recognizing and valuing all child differences in learning activities, materials, and interactions; and (c) creating opportunities for non-dominant and underrepresented groups to share their narratives and advance solutions for equity, with particular attention given to the interplay of multiple and intersecting social identities (e.g., ability, race, language) in learning contexts (e.g., home, school, and community settings; Waitoller & Annamma, 2017). 1020288 YECXXX10.1177/10962506211020288YOUNG EXCEPTIONAL CHILDRENRationale for Change / Morgan and Cheatham research-article2021