By BEST Childcare Consulting
Each year on 3 December, early childhood education and care (ECEC) services across the world pause to celebrate the International Day of Persons with Disabilities (IDPwD) — a day that reminds us of the incredible strength, resilience and uniqueness of every individual. It is more than just a date on the calendar; it is a powerful call to nurture environments where every child feels seen, valued and supported to reach their full potential.
The day shines a light on understanding, inclusion and respect for people with disability, and encourages all of us to remove barriers so that everyone can participate fully — not only within our services, but within the heart of our communities.
In 2025, the global theme “Fostering disability-inclusive societies for advancing social progress” calls on us to turn inclusion from an idea into everyday action — something that lives in our teaching moments, relationships, policies, and play.
Here in Western Australia, the local theme “Celebrating Our Unity” beautifully captures the spirit of togetherness — reminding us that when communities, families and educators work hand in hand, we build stronger, more compassionate societies where all people, regardless of ability, belong and thrive.
For ECEC services, this observance offers a meaningful opportunity to reflect on how we create inclusive, respectful learning spaces that truly celebrate diversity. It’s a moment to honour the voices of children and families, to showcase inclusive practice in action, and to weave the principles of equity, accessibility and belonging throughout your Quality Improvement Plan (QIP) — ensuring that inclusion is not something we do for a day, but something we live every day.
Global Theme: “Fostering Disability-Inclusive Societies for Advancing Social Progress”
The 2025 global theme invites early childhood educators to look beyond awareness and toward action. “Fostering disability-inclusive societies for advancing social progress” reminds us that inclusion begins in the early years — in the way we plan environments, design learning experiences, and build relationships with children and families. When educators intentionally model acceptance, adapt programs to each child’s strengths, and provide equitable opportunities for participation, we lay the foundation for lifelong inclusion. In childcare, this means moving from “fitting children in” to building spaces that fit all children — places where every voice is valued, every ability celebrated, and every difference understood as a source of learning and strength.
Western Australia Theme: “Celebrating Our Unity”
The Western Australian 2025 theme, “Celebrating Our Unity,” resonates deeply with early childhood education, where unity and collaboration form the heart of quality practice. Within childcare settings, this theme reminds us that inclusion is a shared journey — one that grows stronger through partnerships between educators, families, children, and the wider community. By celebrating unity, services affirm that belonging and connection are essential for every child’s wellbeing and development. When we plan together, listen to family perspectives, and create environments where children support and learn from one another, we not only honour this theme — we bring it to life. “Celebrating Our Unity” is both a message and a mindset: that when we stand together, every child can thrive.
The Role of Staffing team in Fostering Inclusion
In every early childhood service, the adults — our educators, support staff, and leaders — are the heart of inclusion. Their daily words, gestures, and decisions shape how children experience belonging, fairness, and respect. By modelling empathy, patience, and adaptability, staff show children what inclusive practice truly looks like in action. Inclusion begins not only with policies but with people — the educators who pause to listen, adjust their teaching to meet each child’s needs, and create environments where every voice is valued. Supporting inclusion also means supporting one another as adults: engaging in professional learning, reflecting as a team, and caring for staff wellbeing so that everyone feels safe, respected, and empowered to do their best work. When educators unite around a shared vision of inclusion and equity, they create a ripple effect — nurturing stronger teams, stronger communities, and a culture of excellence that children can see and feel every day.
Employment in Childcare
In the spirit of IDPwD, it’s important we also reflect on the employment landscape within early childhood education and care (ECEC). When we talk about inclusion in our programs, we must also extend that same commitment to who works within our services. Recruiting and valuing staff of all abilities – including those with disability – enriches our team culture, brings new perspectives, deepens empathy, and strengthens our capacity to model inclusive practice. Research shows that people with disability face barriers to employment in Australia, including in sectors like childcare, despite their capabilities and positive contributions. Centre Disability Support+2AtWork Australia+2 For childcare services, this means considering inclusive recruitment pathways (for example supported employment opportunities, workplace adjustments and flexible roles), building awareness among leadership and staff about accessibility and equity, and celebrating the unique strengths each educator brings. By doing so, services don’t just talk about inclusion — they live it, creating workplaces where diversity is visible, valued and embedded in everyday practice, reinforcing to children that belonging starts with the adults too.
Educational Programming Ideas
Here are the programming ideas again with resource links you can include or share with your team:
- “All Abilities, All Friends” Story & Discussion Circle
- Use inclusive story books such as “Just Ask! Be Different, Be Brave, Be You” (see children’s literature on disability) or other strength-based titles.
- Link: “Inclusion in early childhood” – resources for inclusive ECEC https://www.education.gov.au/early-childhood/about/national-quality-framework/inclusion Department of Education
- Link: Early Childhood Australia – Inclusion in Early Childhood Professional Learning Bundle. Early Childhood Australia Learning Hub
- Inclusive Role-Play and Sensory Walk-Throughs
- Use the article “Supporting disability inclusion with children and families” to frame practice. https://aifs.gov.au/resources/short-articles/supporting-disability-inclusion-children-and-families Australian Institute of Family Studies
- Use the “Resources to support inclusion in early childhood education and care” toolkit. https://www.dss.gov.au/early-childhood/early-childhood-targeted-action-plan/resources-support-inclusion-early-childhood-education-and-care Department of Social Services
- “Celebrating Our Unity” Collage Wall
- Use link: WA Government – Document collection of IDPwD resources includes images and printable materials. [see above]
- Use link: Victorian Inclusion Agency – free poster: “This space celebrates diversity” etc. https://www.viac.com.au/resources/practice viac.com.au
- Family & Community Inclusion Morning
- Use link: WA Inclusion Agency supports ECEC services to build capacity for inclusion and family partnerships. [see above]
- Use link: Early Childhood Australia – Inclusion Position Statement – for families and educators. https://www.earlychildhoodaustralia.org.au/our-work/inclusion-resources/ Early Childhood Australia
- Leadership in Action – Children’s Leadership & Advocacy Projects
- Use link: “Inclusive educational programs for children with disability” (NSW Dept of Education) for planning and implementation. https://education.nsw.gov.au/early-childhood-education/ecec-resource-library/inclusive-educational-programs-for-children-with-disability NSW Education
- Use link: “Inclusion in early childhood – free resources and professional learning” for educator capacity. [see above]
QIP Write-Ups
QA 1 – Educational Program and Practice
Embedded: Educators had embedded inclusive teaching through differentiated experiences such as sensory play and story circles that recognised each child’s abilities and strengths. They ensured these experiences were woven into everyday practice and linked directly to children’s voices, interests and peer-support opportunities.
Critical Reflection: We had reflected on how learning spaces and resources could be adjusted for greater accessibility and participation, leading to adaptive play environments and revised routines. Following feedback from children and families we adapted group sizes, materials and transitions to better support inclusive engagement.
Meaningful Engagement: Families and children co-designed the “Unity Wall,” ensuring diverse voices shaped our educational program. Children led aspects of the initiative, and educators captured and responded to their ideas in subsequent planning cycles.
QA 2 – Children’s Health and Safety
Embedded: Health and safety routines had incorporated inclusive adjustments—visual evacuation maps, quiet transition spaces, and accessible hygiene routines. These were routinely reviewed and integrated into daily operations, not just during special events.
Critical Reflection: Educators reflected on sensory sensitivities and adapted meal and rest times accordingly, recognising that children’s wellbeing is influenced by environment and transitions. They implemented changes such as noise-reduction strategies and personalised support sheets.
Meaningful Engagement: Children and families provided feedback on safe, calm spaces that supported individual wellbeing, and their suggestions were incorporated into revised staffing and schedule arrangements. The service invited families to comment on rest-and-play routines and modified them in partnership.
QA 3 – Physical Environment
Embedded: The environment had been designed with accessibility in mind, including adjustable furniture, low-shelf materials, and communication signage such as pictorial and Auslan symbols. Inclusion was embedded in the day-to-day layout, and children were invited to access and use the space.
Critical Reflection: A sensory audit prompted improvements to lighting, noise levels, and layout. Educators critically evaluated which areas hindered participation and implemented changes (e.g., clearer pathways, quiet garden zone) and monitored children’s responses.
Meaningful Engagement: Families and children contributed to decisions about environmental modifications, ensuring spaces met everyone’s needs and preferences (e.g., ramped access to the sandbox, tactile markers, communal quiet garden space). Their ideas were captured in planning and communicated through the Inclusion Promise display.
QA 4 – Staffing Arrangements
Embedded: Inclusive practice was embedded in staff schedules through co-teaching models and inclusion support roles, ensuring children with additional needs were supported yet valued for their contributions. Team-based planning time for inclusion was allocated.
Critical Reflection: Team reflections after the IDPwD event guided adjustments to staff deployment for more equitable support, peer-buddy systems and educator pairing. Educators evaluated how staffing impacted peer relationships and participation.
Meaningful Engagement: Educators collaborated with inclusion support professionals and families to share expertise and build collective capacity; children nominated peer-buddies and their suggestions informed staffing arrangements, ensuring relationships and support aligned with their preferences.
QA 5 – Relationships with Children
Embedded: Relationships had been founded on respect and understanding, with educators modelling acceptance and empathy daily; children engaged as leaders and contributors in inclusion projects which reinforced relational continuity.
Critical Reflection: Staff reflected on language use and bias, ensuring all children’s voices were heard, and adjusted their interactions accordingly (e.g., using children’s chosen communication methods, including Auslan signs or visuals). They monitored the impact of relational strategies and adjusted practice.
Meaningful Engagement: Children were invited to co-design the “Friendship Charter,” and families shared meaningful insights about their child’s strengths and preferences via the feedback wall. These inputs shaped educator practice and the culture of the service.
QA 6 – Collaborative Partnerships with Families and Communities
Embedded: Partnerships with families and local inclusion agencies were ongoing, not event-based; our service engaged with community advocates and coordinated inclusive events to strengthen connectivity and wider belonging.
Critical Reflection: We reflected on family feedback from the Unity Morning Tea to enhance accessibility in future events, reviewed barriers such as timing and format, and adapted our approach to ensure inclusive participation for all families.
Meaningful Engagement: Families co-authored the service’s “Inclusion Promise,” which was displayed alongside children’s artwork; children, families and educators contributed to the shared commitments and local community partners were invited to participate and support ongoing inclusion initiatives.
QA 7 – Governance and Leadership
Embedded: Leadership had embedded inclusive practice into the service’s philosophy and QIP goals, aligning our strategic direction with the 2025 theme of “Celebrating Our Unity” and embedding inclusive values across all operations.
Critical Reflection: The leadership team reviewed policies to ensure disability inclusion was clearly defined and measurable, evaluated service-wide inclusion outcomes and allocated resources accordingly (e.g., professional learning, accessible infrastructure).
Meaningful Engagement: Families, educators and community advocates were invited to contribute feedback on governance documents and inclusion policies; their voices influenced board/management decisions, policy revisions and future resource allocation to support inclusive practice and community unity.
Links & Resources
- United Nations – International Day of Persons with Disabilities
https://social.desa.un.org/issues/disability/international-day-of-persons-with-disabilities-3-december - WA Department of Communities – IDPwD “Celebrating Our Unity”
https://www.wa.gov.au/organisation/department-of-communities/about-international-day-of-people-disabilityWestern Australian Government - WA Government – IDPwD Resources Collection
https://www.wa.gov.au/government/document-collections/international-day-of-people-disability-resourcesWestern Australian Government - Early Childhood Australia – Inclusion Resources
https://www.earlychildhoodaustralia.org.au/our-work/inclusion-resources/ Early Childhood Australia - WA Inclusion Agency – Inclusion Support for ECEC
https://www.communicare.org.au/get-support/children-families-and-parenting/wa-inclusion-agency/Communicare
BEST Childcare Consulting
At BEST Childcare Consulting, we believe inclusion is not just a policy—it’s a daily practice that shapes the way children see themselves and others. The 2025 theme “Celebrating Our Unity” reminds us that by working together, we create services and communities where everyone belongs, contributes, and succeeds.
As always, use these inspirations to lead your service throughout the whole year in your everyday practices to truly earn an Exceeding rating.
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