Resumen

CARVALHO, Amanda Gabriele Cruz; MIRANDA, Ana Carolina Arruda  y  SCHMIDT, Andréia. Inclusive Educational Practices in Early Childhood Education: an Observational Study. Rev. bras. educ. espec. [online]. 2024, vol.30, e0187.  Epub 26-Sep-2024. ISSN 1980-5470.  https://doi.org/10.1590/1980-54702024v30e0187.

Inclusive education is a challenge for Basic Education, even for Early Childhood Education. The movement towards evidence-based practices has been gaining prominence in education as a pathway to providing quality education for all students, including children with special educational needs (SEN). Thus, the aim of this study was to assess, in a sample of five Early Childhood Education teachers, whether their daily practices include recommendations from the literature to promote the inclusion of children with SEN. Fourteen activities conducted by the Early Childhood Education teachers with the five classes, which included nine children with SEN, were filmed. For each recording, an occurrence record was made for a predefined list of 29 inclusive educational practices, directed towards the entire class or specifically for children with SEN. There was a higher percentage of occurrences of practices for the entire class than for children with SEN, but these percentages were low for both groups. For children with SEN, only “Practices during general activities” stood out. It was verified that teachers use evidence-based practices but have difficulties in identifying when and with whom to use them. Barriers to inclusion and weaknesses in teacher training to support children with SEN in Early Childhood Education are discussed.

Palabras clave : Early Childhood Education; Special Education; Educational practices; Students with special needs.

        · resumen en Portugués     · texto en Portugués     · Portugués ( pdf )