Inclusión educativa virtual de estudiantes con discapacidad múltiple en el nivel de educación inicial

Abstract

The impact of Covid-19 led to the global closure of education systems; with the endorsement and diligence of governments and educational institutions, adequate measures were planned to protect the health of citizens, avoiding infringing on the right to education at all educational levels and 3 ensuring alternatives for students to continue learning despite the temporary closure of face-to-face activities (UNESCO, 2020). Virtual teaching-learning environments provided a fundamental role not only due to the ease of access to information and connectivity through the internet, but also made it possible to shorten distances and reduce the total breakdown of social relationships, undoubtedly becoming a channel determinant for inclusive practices in the 21st century classrooms. It is evident that with the suspension of face-to-face classes, and the orientation to meet academic goals and objectives through virtual means, the specific conditions of each educational sub-level, geographic location, socioeconomic condition, among other factors, were not taken into account that favor education; decisions such as these during hasty emergency measures and changing situations can usurp rights beyond necessary limits that will not be apparent in the short term; and, vulnerable groups may be the most affected (Guterres, 2020). As could be identified in the educational practices taught by the teachers of Initial Education of children with disabilities during the Health Emergency due to Covid-19 in the period of March-June 2020. In initial education children, the applications of strategies are of great importance, therefore, tactics must be used according to the educational needs with bases that base the development of the children gradually and progressively under this new modality of study. The pandemic due to the Covid-19 virus has revealed the difficulties that access to technologies and web environments in the educational field for students with disabilities implies, becoming an imperative of great benefit, knowing the best educational practices to promote inclusion(Plena inclusión España, 2020).