The Inclusion Support Program aims to build the capacity and capability of educators to address participation barriers for all children through implementing quality inclusive practices.

Information on this page has been gathered from

Inclusion is Important

All children have the right to be included in children’s services. We know from research that all children benefit from belonging to, and participating in, quality inclusive child care. An inclusive children’s service provides a unique opportunity for children to play, develop and learn together with children of their own age. These relationships are the foundations for learning and provide a powerful way of belonging to a group and developing a sense of self.

Children with Additional Needs

While there is no national definition of ‘additional needs’, there are children who may need or require special considerations or adaptions to participate fully in ECEC services (although not all children with additional needs will require support).

The Inclusion Support Program supports educators to address access and participation barriers and to support the inclusion of children with additional needs, with their typically developing peers.

Additional needs may arise for children who:

  • have a disability or developmental delay
  • are presenting with challenging behaviours
  • have a serious medical or health condition, including mental health
  • are presenting with trauma-related behaviours.

Meeting the needs and requirements of:

  • Aboriginal and Torres Strait Islander children
  • children from culturally and linguistically diverse backgrounds
  • children from refugee or humanitarian backgrounds

who may also require specific considerations, such as cultural support, to ensure that these children are able to participate fully in ECEC services and experience positive outcomes.

When childen are included you will see them:

  • Being encouraged to do things on their own
  • Being supported to contribute
  • Making their own choices
  • Playing with their friends
  • Having opportunities to learn new things
  • Participating in the program alongside their same age peers
  • Feeling safe and valued

The role of our ISS educators

Our ISS educators are not one on one carers. When in their ISS role, they are still available to other children and staff, but are the child’s go to support for that session. Their role includes:

  • Promoting independence
  • Providing strategies for emotional regulation
  • Small focus groups for developing social skills
  • Developing appropriate communication skills