Promoting Self-Determination as an Emancipatory Practice in Early Childhood Inclusion

Abstract

Early intervention and early childhood special education are shifting to more inclusive and equity-empowered systems. High-quality inclusion challenges dominant norms around dis-ability and ableism to honor the strengths, preferences, and support needs of young children and their families. Equity-empowered systems promote high expectations and facilitate culturally responsive family-centered education aligned with anti-bias and anti-racist education frameworks. Research shows that promoting self-determination for children with dis-abilities can increase access to inclusive settings and enhance anti-bias and anti-racism by elevating individual and communal voices. This chapter proposes promoting self-determination as an emancipatory practice in early childhood and links high-quality inclusion with opportunities to engage in self-determined action. Further, the chapter proposes the promotion of self-determination as a culturally responsive practice aligned with anti-bias and anti-racism frameworks. Recommendations for practice and implications for future research are also discussed.