Choosing an inclusive kindergarten for a child with disability
How to choose a kindergarten for your child with a disability
By Clickability · Originally published 13 July 2016
What families can ask during a kindergarten visit
Describe how your child communicates, plays and takes part in a busy day. Ask how educators would adapt an ordinary activity, support a break and share information with you. A concrete discussion gives you more to assess than a general assurance that the service is inclusive.
For children with a disability, kindergarten is an exciting milestone and first step towards achieving more independence. Kindergarten gives children opportunities to learn through play, interact with other children, develop skills and confidence and to have some fun.
All funded kindergarten services are governed by the National Quality Framework for Early Childhood Education and Care, which requires that every child, regardless of ability, be supported to participate in the program. Early childhood professionals are also guided by state and national frameworks that promote high quality inclusive education.
As one of our parents wrote, these frameworks are vital. Her son has spinal muscular atrophy, a genetic degenerative neuromuscular condition that results in muscle wasting, but the kindergarten experience has been a success:
_My son has benefited greatly from attending an early childhood intervention service. It has been pivotal to his development and he has improved in leaps and bounds. _
_After my first conversation with the kindergarten teacher I was already feeling positive about the move. She invited me to come in and complete the application for funding with her, which was a great opportunity for her to get to know what my son’s needs would be. _
Once the additional assistant educator was appointed, we attended the introductory sessions where parents got to introduce themselves. This was when I was first able to educate them about my son. This worked really well and on the first day of kindergarten, all the children and parents were aware of who my son was and they were not shy in approaching him or me.
_These are the things that set the foundation for a very successful year at kindergarten, but they didn’t just happen by osmosis! They are the result of careful planning, consultation and ongoing communication between the kindergarten staff, committee, early intervention staff and myself. _
So, what planning is actually involved? Here’s our simple guide to help you choose a kindergarten for your child.
When to start thinking about kindergarten
If your child has a disability or developmental delay, it’s a good idea to start thinking about choosing a kindergarten service as early as possible to explore options for additional support, which may be required for your child to fully participate in the program.
Association for Children with a Disability (ACD) recommends beginning the process of selecting a kindergarten service in February/March the year before your child is due to start so that you may begin planning with the kindergarten in April-June. By October-December you should be ready to attend orientation sessions together with your child.
[Clickability update, September 2026: This is the original planning suggestion, not a nationwide application deadline. Check current enrolment dates and support processes in your state or territory and at the service.]
Funding for kindergarten services
Funding arrangements and subsidies for kindergarten services differ from state to state. However, most charge a fee in addition to receiving funding from the government. Children from Aboriginal and Torres Strait Islander families, or from families that have a concession card or who are experiencing disadvantage, may have access to additional supports, such as more hours of preschool or free or subsidised preschool. Please contact the relevant department in each state and territory for further details.
[Clickability update, September 2026: Fees, subsidies and funded-program arrangements have changed and differ locally. Ask the service or relevant state or territory department about current costs and available support.]
Things to look for when visiting a kindergarten service
Once you have a shortlist of kindergarten services, make appointments to visit and meet the staff. Here are five things to look for:
NQS rating
The National Quality Standard (NQS) sets benchmarks for the quality of children’s education and care services in Australia. Each service receives an overall NQS rating and a rating for seven quality areas. Approved providers must display their rating at the entrance.
Approachable staff
You should feel confident that the staff can keep your child safe and support not only your child’s needs but also extend their learning and development. Staff with a positive approach tend to:
Focus on your child’s abilities
Engage directly with your child, not just through you
Work with your child at their own level and pace
Make time to meet with you and any relevant specialists
Think about creative ways to adapt their program to include your child
Physical environment
As well as being safe, clean and well equipped, the kindergarten service needs to cater to any of your child’s physical needs. The kindergarten teacher or ECIS (Early Childhood Intervention Service) provider can offer suggestions for modifications and adaptations, equipment and education resources, which may be funded through the service’s existing resources or through additional support from the state.
Program modification
Ask the educators how your child can participate in the range of learning and development opportunities in the program e.g. how a child in a wheelchair can be included in outdoor physical play. While the teacher may not have all the answers you should feel reassured that that they will explore ways to include your child in all program activities.
Complex care needs
If your child has complex medical or personal care needs, ask how the staff can meet these needs. You will want to be reassured that your child will be cared for safely and with dignity, privacy and respect.
By planning early and working together with the kindergarten service, you can be confident that your child will reap the many benefits that a kindergarten program has to offer.
<span>This article has been adapted from ‘Going to Kindergarten’, a resource produced by the Association for Children with a Disability. ACD is an information, support and advocacy for families of children with all types of disability living in Victoria. Visit their website for more or find resources at our listing for the Raising Children Network.</span>
For early-learning providers: turn an assurance into a plan
Ask the family what helps the child participate and involve the child in ways suited to them. Identify the adaptation, who will organise it and how educators will know it is working.
Arrange a follow-up after the child starts. A plan needs to work during the actual session, including transitions and outdoor play. Use family feedback to adjust it, and explain any unresolved support needs clearly. ACECQA’s toolkit supports ongoing inclusive practice.
Questions readers ask
Are the planning months in this article compulsory deadlines?
No. They are historical planning suggestions. Check current local enrolment and support deadlines directly.
Does a quality rating answer every question about my child’s access?
No. Use the rating alongside a discussion of your child’s actual access, communication and care needs. Official guidance
Find support around your child’s early-learning needs
Tell Clickability the disability support your family is looking for. Explore provider profiles while you discuss the kindergarten’s own inclusion responsibilities.
