Inclusion is not a new idea, but it is rapidly gaining momentum in many disciplines internationally. Inclusive education is a term often associated with special education and children with additional needs. However, inclusive education means ensuring that educational contexts allow for meaningful participation by all students. Every child has their own unique identity, ways of doing things, strengths and weaknesses. The Ministry of Education [MoE] (1998) states that teachers “should recognize that because all students are individuals, their learning may require different approaches, different resources and different objectives” (p. 39, emphasis added). This statement shows that all children may require different approaches in education and that students with and without diagnoses need an educator experienced in the practice of inclusion. Key strategies such as early intervention, parent/whānau partnerships, transition and equitable teaching are practices that inclusive education settings use to ensure all children receive care within the setting. Partnerships with parents/whānau and other professionals are key to ensuring inclusion is achieved. Why inclusion? The logic of inclusion has three main aspects: ethical and human rights, educational and social benefits for all students and the legal obligation to include all children. Inclusion means ensuring that the rights of all children are respected and that they can actively engage in education within their community. Uditsky (1993) elaborates on this sentiment, emphasizing the importance of the student with additional needs being a welcomed and valued member within the environment. For children's rights to be respected, the environment must...... middle of paper ......oller with special needs. Baltimore: Paul H. Brookes.Sexton, D., Snyder, P., Sharpton, W.R., & Stricklin, S. (1993). Infants and children with special needs and their families. Early Childhood Education, 278-286. Annual thematic issue. Stainback, S., & Stainback, W. (1996). Inclusion: A guide for educators. Baltimore, MD: Paul H. Brookes. Thorburn, J., & Corby, M. (2002). The ECE inclusion handbook: Practical guidelines for early childhood teachers working with children with special needs. Christchurch: User Friendly Resouce Enterprises LtdUditsky, B. (1993) From integration to inclusion: the Canadian experience. In R. Slee, (ed.), The politics of integration. Brisbane, Queensland: Falmer Press. Yeboah, D. A. (2002). Improving the transition from early childhood to primary education: Evidence from the research literature. Early years, 22 (1), 51-68.