Exclusión educativa por discapacidad física en el nivel inicial 2. Un estudio de caso

Abstract

The research project presents the topic of educational exclusion due to physical disability in the second early childhood education level. It has a sociopedagogical approach, with pedagogical elements and some sociological aspects. The objective is to analyze activities and attitudes that generate educational exclusion for children with physical disabilities at the early childhood level. The issue was observed during the pre-professional practice in the academic setting, where exclusionary practices, attitudes, and behaviors towards children with physical disabilities were witnessed. This was observed both in-person and virtually during the pandemic period. The forms of exclusion experienced by children with specific educational needs should lead to a prioritization of understanding the importance of inclusive education without barriers in school settings, where teachers must work towards that goal with multiple tools. A qualitative approach was used in the research, aided by the ethnographic method. Information was collected through field journals and interview scripts. Among the main findings, it was found that teachers' attitudes and behaviors related to exclusion stem from a lack of training on inclusive practices. The lack of adaptations and methodologies from the current Early Childhood Education curriculum in the country was also identified.