Participation as a lens to measure inclusion internationally - The case of young children with disabilities
DOI:
https://doi.org/10.7146/ejie.v4i3.148430Keywords:
participation, early childhood education and care, inclusion, conceptualization, international comparisonAbstract
CONTEXT. Participation can be seen as a main outcome of inclusion and as a way to evaluate inclusive education. While it is widely understood that participation contributes to child development and quality of life, the exact framing and operationalization depend on the context and participation may have a different meaning for different people, including children with disabilities. Recent studies showed that they participate less in early childhood education and care (ECEC) than their peers without disabilities. International differences in inclusive ECEC call for the need to further elucidate knowledge about facilitators and barriers for the participation of children with disabilities. A common understanding could support the comparison of findings between studies.
APPROACH. Drawing on international frameworks and empirical research, this paper conceptualizes what participation may mean in inclusive ECEC. We compared studies from seven different countries that were identified in a systematic review and analyzed which elements they used to assess children’s participation and what features of the local context may influence the outcome variables.
FINDINGS. Across the studies, three aspects were central to studying the participation of children with disabilities in inclusive ECEC: (1) the level of involvement/engagement, (2) the social context, and (3) the activities in daily ECEC. While all of the studies considered those three aspects, they varied in the research approaches applied as well as in the emphasis they placed on those aspects. The analysis of participation mainly took place on the microlevel, i.e., the daily practices and interactions in ECEC, using observations or questionnaires. Several consequences for the assessment of participation and for considering an international perspective on children’s participation in inclusive ECEC emerge.
KEY MESSAGE. The conceptualization we developed summarizes similarities in international studies on participation in inclusive ECEC and can provide recommendations for further research on this topic. But as the local context of a study, like national guidelines and goals of ECEC, influence the daily practices, we must reflect on the interrelations of the micro-, meso- and macrolevel to fully understand how to assess and improve the possibilities children with disabilities have for equal participation.
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