The aim of this report is to analyze inclusive practice in the early childhood setting of a child with special educational needs (SEN ). This is done through a case study. In order to determine whether inclusion is taken into account and implemented, theoretical viewpoints, legislations and appropriate intervention methods will be discussed in this report. There is sufficient evidence on how the framework provides equal access to the program for the child. The report will examine the strategies in place to promote and the factors that hinder inclusive educational practice. Literature review Inclusive practice is about how early years provision designs and develops the learning environment, so that all children learn and participate together. The learning environment must embrace diversity and view it as an opportunity, not a problem (Jones 2004). According to Devarakonda (2013), inclusion can be interpreted in different ways: for example, Robert can be considered included in the mainstream, even if he attends a specialist center located within the school. The inclusion agenda is about celebrating differences in children, recognizing and valuing the unique child, without making the group of children or any one child feel less valued than the others (Jones 2004). Knowles (2006) suggests that inclusion involves removing barriers to learning for all children. In this sense, it is not relevant to ask whether Robert should be educated in a specialized center, but rather how the conditions in the ordinary school can be arranged in such a way as to make Robert's educational development possible. The focus is now on supporting Robert's individual needs and adapting the working environment...... by participating more often in school activities, for example in the curriculum alongside children who do not have SEN. This will improve the integration of inclusive educational practices as differences are taken into account within the classroom. This can be done according to their learning needs, using effective resources and ensuring that it does not interfere with the education of other children. Up-to-date autism training is recommended. This can be achieved by reviewing recent research on this disorder. Participate in programs and conferences dedicated to autism spectrum disorders. This will expand understanding and knowledge about the disorder and get Robert the appropriate care. The practitioner needs to be more aware of Robert's difficult behavior at home. By discovering what triggers the behavior and working in partnership with his mother.