Autistic children: Promoting their inclusion, engagement and skill development in early childhood education

The early childhood education (ECE) sector in Aotearoa New Zealand is committed through policy to inclusive pedagogy for all children, however translating such policies into everyday practice for teachers can be challenging. According to an Education Review Office (ERO, 2022) report, many ECE teachers do not feel confident teaching children with disabilities. With increasing numbers of autistic children with additional needs enrolling in ECE, it is vital that teachers build capability through professional learning to promote the rights, wellbeing and belonging of these children (ERO, 2022; Ministry of Education, 2017). Our intention in this article is to forefront the rights of autistic children attending ECE settings in Aotearoa New Zealand and the importance of culturally responsive, thoughtful, intentional pedagogy to meet their learning needs. We identify and describe the characteristics and strengths of autistic children that teachers can affirm and build on, highlight evidence-based practices from research that can help facilitate the active participation and inclusion of these children and their families, and discuss the importance of culturally responsive practice. We also share freely available resources that support teachers’ professional development and implementation of inclusive curriculum. We conclude by emphasising the critical importance of the type of working conditions in ECE settings and support systems that promote inclusive practice.