In recent years, there have been many powerful autobiographies, blogs, novels and movies about the lived experiences of autistic . Many of these narratives encourage us to examine our assumptions about normality and the notion of impairment. They challenge the framing of autism as a deficit within the individual that should be treated and normalized.

In 2009 The National Association for the Education of Young Children and the Division for Early Childhood issued a joint statement in support of inclusion. The position statement highlights three defining features of inclusion: access, participation, and supports. However, turning these inclusion features into inclusion practices can be challenging for early childhood educators and service providers, especially for providers without easy access to specialists or other professionals.

In 2009 The National Association for the Education of Young Children and the Division for Early Childhood issued a joint statement in support of inclusion. The joint statement includes this definition of early childhood inclusion: “Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.”

In the final webinar of the 2019 webinar series on autism, OneOp discusses the inclusion of young children with autism in a variety of settings.  Recently we sat down with several experts in the field of early childhood special education who each share a passion for inclusion.