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School Psychologists (SPs) have usually been associated with supporting educators in meeting the needs of students with socio-emotional and learning difficulties and disabilities. This chapter suggests that they can support teacher assistants and other educators within inclusive settings in many other ways too. It highlights that SPs are generally trained in holistic student development and group dynamics, in learning, teaching and assessment processes, and in bringing about individual and social change. The whole chapter is based on the idea that inclusion is a concern for all students and therefore also for all school staff. Teacher assistants in inclusive schools are regarded as part of a commitment of the whole school to adapt its curriculum, the organisation of learning and teaching, and the grouping of students so that each one can be actively engaged in the regular learning and social activities of the school.

Thus SPs can be called to support not only the engagement of an individual student but also to help make the class and school welcoming learning communities for all.

This chapter highlights the importance of providing all children, and particularly those at risk, vulnerable children and children with disabilities, with opportunities for a quality inclusive Early Childhood Education and Care (ECEC). It first sets out the evidence that quality inclusive ECEC provision is essential for all children to develop their potential and lifelong learning competencies that will ensure their successful participation in school and adult life. It then describes the main international and European policies for inclusive ECEC. A more detailed account is given of the five key principles for action towards improving the quality of ECEC provision developed by the thematic working group of the European Commission (2014) ‘Quality Framework for Early Education and Care’ that are also very similar to those proposed by the OECD (2015) ‘Starting Strong IV’. The concluding section underlines the need to address more strongly the provision of enabling opportunities for accessibility to ECEC of children at risk of exclusion. More importantly, it highlights the need to research and improve not only these children’s presence in ECEC but also their level and quality of active participation and engagement in the social and learning activities of early childhood inclusive provision. The chapter reflects the research and policy development work being undertaken by the European Agency for Special Needs and Inclusive Education in its (2015–2017) project on Inclusive Early Childhood Education (IECE) led by the present authors.