It should be noted children with autism are characterised by a constellation of the above mentioned symptoms: impairments in social and communication skills, limited or lack of joint attention and symbol use. Due to the different developmental ability of each child, the symptoms or diagnostic features might be different from one another. Most importantly, these signs are only significant indicators rather than the decisive factor for the diagnosis. By now, there is no medical test to diagnose autism, but referral should be made to a paediatrician, a child development service, or specialised early intervention service provider (Ministries of Health and Education, 2008) by the concerned educators after gaining parental consent To successfully engage children with autism in early childhood settings, it is pivotal for educators to acknowledge their rights to be included in a supportive environment where they can “grow and learn side by side with their peers. On the legislation and policy level, Education Act 1989 and Human Rights Act 1993 mandate equal rights for all children with diverse needs, and make it unlawful to discriminate or treat unfairly the children with diverse needs because of their varied needs. In the early childhood sector, it is clearly expressed and stressed in the curriculum framework Te WhÄriki (Ministry of Education [MoE], 1996) and Quality in Action: Implementing the Revised Statement of Desirable Objectives and Practices (MoE, 1998) that there should be equal learning opportunities for all children irrespective of their ability. In 2000, New Zealand government developed Special Education 2000 to advocate inclusion of children with diverse needs and increasing opportunities for them in the early childhood and school sector . On the personal level, it is the educators’ responsibility to meet different children’s varied needs when choosing to work with children. To successfully include children with autism begins with educators’ commitments to inclusion. Children with autism deserve and have the same right as every other child to be included in the early childhood settings.