Forfattere
Åste Marie Mjelve Hagen & Tamara Kalandadze
Sammendrag
Inclusion is a central value in Scandinavian early childhood education (ECE), yet everyday practices often reflect norms of school readiness and developmental conformity. This position paper argues for a shift toward neurodiversity-affirming inclusion, an approach that challenges deficit-based views and emphasizes the importance of accommodating diverse developmental profiles, especially for autistic children and others with neurodevelopmental differences. We trace the evolution of inclusion in Scandinavian ECE, identifying both strengths and persistent tensions. We then review international discourse on neurodiversity, inclusive terminology, and rights-based education. Finally, we propose a conceptual model for neurodiversity-affirming inclusion grounded in values of acceptance, flexibility, and environmental design. We offer actionable implications for research, preschool practice, teacher education, and policy. Our aim is to foster dialogue and innovation by bridging inclusive Scandinavian traditions with emerging global perspectives that center the voices and rights of neurodivergent children.