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The IECSS Project is developing a number of different types of publications. We want to share the knowledge we’ve learned with families, service providers, academics, social policy makers and other researchers. We continue to produce policy and research briefs, presentations, academic publications and videos that are relevant to different audiences.

Some key findings from the project to date are:

  1. Accessing disability supports and services is a lot of work for families. 
  2. The system of services for young disabled children is predicated on a medical model, which makes diagnosis or designation of disability central to how the system works. This approach is not consistent with many cultural viewpoints regarding disability, and is used as a gatekeeper for services that may be central to inclusion and quality of early learning and childcare for children with disabilities. 
  3. Access to services has a geopolitical context. Different jurisdictions have varied service availability and priorities for early intervention and early childhood education and care. 
  4. Individual programs may be inclusive, but most families who have children with disabilities are clients or participants of multiple services. Inclusion beyond single programs across the spectrum of services is rare.