Practitioners' Perspectives on the Importance of Inclusive Practice in Supporting Children with Austistic Spectrum Across Two Early Year Settings

The area of study that underpins this research paper entails identifying plausible tensions within ordinary school life to understand how the inclusive practices of educators are executed, especially in task mediation, child-choice time, and Social and Emotional Learning (SEL). This line of inquiry relates to my earlier MA assignment, where I demonstrated how people interacted within the school in general by closely scrutinizing educational settings. The research was guided by the argument that educational exercises accomplished within national inclusive programs could still simultaneously encourage social exclusion. It is important to research this dissertation topic due to the relative incoherence on whether inclusion is still linked to social justice or has shifted to neoliberal accountabilities. In addition, there exist few authentic empirical investigations about children’s engagement and peers’ interactions within child-choice time in kindergarten.