Diversity and inclusion in the early years Article Summary and Reflection

It explored factors that are associated with the achievement of kids, adjustment, and development (Petriwskyj 196). According to this article, the problems that teachers face when doing policy implementation on inclusivity have attracted attention to attitudinal, policy, and practical issues that need to be resolved if an in-depth level of inclusion is to become a reality (Petriwskyj 197). The method used for this study was mixed-method, and it incorporated teachers’ responses to provide ideas of the issues affecting diversity’s inclusive responses. The study involved 431 kindergarten children and 22 early-years teachers. The key variables measured were child adjustment and learning, teachers’ understandings of inclusion and diversity, and pedagogical practice. Another issue explained in the article by the evidence is the history of the provision of specialized service for children who are diagnosed with disabilities.