As co-teachers in a toddler room, we share a personal narrative about our experiences working with a child diagnosed with autism while in our care. Framed within the competing discourses of the medicalized perspective on disability and the individual, child-centered philosophies of early childhood education, we investigate the inequities we felt in the classroom and make connections to the field of early childhood inclusive education at large.
Fincham, E. N., & Fellner, A. R. (2019). Including Autism: Confronting Inequitable Practices in a Toddler Classroom. Occasional Paper Series, 2019 (42). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2019/iss42/7
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