Why access and inclusion are important

Building a centre that is inclusive from the start is far better than trying to modify an existing building later. Designing inclusive environments requires consultation, commitment and thoughtful planning. Inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs (Early Childhood Australia, 2016 ).

For capital works, this can include ensuring the premises are accessible to all children by considering space to allow ease of movement through different learning spaces to access and meaningfully participate in play-based learning experiences. It can also include considering the amount of direct natural light and noise levels in space design, with materials chosen to support children’s diverse abilities, skills and sensory modalities.

To ensure your capital works project delivers accessible and inclusive learning environments, you and your architect should consider different types of relevant legislation, including but not limited to:

• National Law and Regulations – ACECQA
• Federal Register of Legislation – Disability (Access to Premises — Buildings) Standards 2010

Key considerations

• How will you ensure the community knows your service is welcoming of all children and families?
• How does the design of your building enable equal access by all children and adults?
• How does the environment support every child’s participation in quality experiences?
• Have you considered the Universal Principles of learning and design when planning for the environment and when purchasing resources?

Meeting the principles of Universal Design for Learning (UDL) and environments

The UDL is a set of principles that ensures equal opportunities for learning and that environments can be accessed by everyone, irrespective of level of ability or diverse cultural backgrounds. It promotes spaces that are designed to be used by all and do not require segregation. “Segregation and integration are not inclusion, thus when students are placed into ‘mainstream’ settings, but within separate classes or activities, or where pedagogy and practice are not changed to include all, this does not constitute inclusive education” (United Nations Office of the High Commissioner (OHCHR) Citation2016).

In line with best practice inclusion pedagogy, funding will not be available for the purposes of segregated therapy or sensory rooms. This also aligns with the Departments’ 2024 Inclusive Environments Funding Guidelines.

Further, the Principles of UDL provide a roadmap for the design and implementation of programs that meet the needs of all children and can be applied to all parts of the curriculum and environments:

1. Equitable – All areas of the service are accessible by everyone, taking into consideration potential mobility aids. Consider the height of shelving, windows, sinks – can all the resources and fixtures be accessed from wheelchair height?
2. Flexibility in use – The design can be adapted to meet individual needs. Flexibility of equipment allows the environment to be utilised by all and can be used more creatively than fixed equipment, that can only be used in one way.
3. Simple and intuitive – Design that is easy to understand and adaptable.
4. Perceptible information – The design communicates necessary information effectively to children through different means (pictorial, verbal, tactile), regardless of children’s sensory abilities.
5. Low tolerance for error – The design has minimal risks or hazards.
6. Low physical effort – Efficient use of space that provides opportunities that will minimise fatigue.
7. Size and space for approach and use – Appropriate size and space is provided. Consider the height and space including transitions from one area to the other. Ease of access to and use of bathrooms.
8. Inclusive resources – How the environment is equipped and organised to cater for all ages and capabilities. In an inclusive environment all resources and equipment are available to all children.
9. Room accessibility – Does the layout of rooms, including the bathrooms, allow access for all children, including those who use a mobility aid or wheelchair? Ensure door tracks allow free movement of wheelchairs and bathrooms have suitable facilities to accommodate toileting needs of older children, who may need nappy changes.
10. Sufficient staff hand washing sinks - to ensure staff have easy access to administer medication, etc.

Examples of the practical application of the Universal Design Principles

Useful resources

• Information on how inclusive environments link to the National Quality Framework (PDF 7.85 MB)
• A set of principles that gives all children and young people equal opportunities to learn
• More detailed information on Universal Design for Learning (PDF 428 KB)
• NQF design ideas for multi-storey buildings (PDF 1.58 MB)
• Early Childhood Australia statement on inclusion in Australia (PDF 843 KB)
• Childcare planning guidelines September 2021 (PDF 21.3 MB)
• United Nations Convention on the Rights of Persons with Disabilities
• Resources for inclusive practices