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“If you don’t know her, she can’t talk”: Noticing the tensions between deficit discourses and inclusive early childhood education

Bernadette Macartney
Abstract: 

Dominant cultural beliefs about disability can impact on the learning, participation, and inclusion of disabled children. This case study highlights the experiences of one family and their daughter, Clare, at their early childhood centre, where teacher beliefs about disabled children being “deficient” and “different” resulted in Clare not fully participating in the life of the centre.

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