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“Same, same but different”: The dangers of binary definitions of dis/ability in the neoliberal marketplace of early childhood education and care

Lesley Lyons

This article questions whether the increased involvement of private enterprise in the ECEC sector in recent years has unintentionally reinforced a simplistic understanding of disability. Reliance on such understandings will restrict access to meaningful, respectful curriculum in the sector for children with disabilities. Given that Aotearoa/New Zealand’s ECEC curriculum document specifically describes curriculum as being all of the ECEC experiences, activities and events that a child engages in, either directly or indirectly, restricted access to early childhood education for children with disability is a curriculum concern.

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