La inclusión educativa en niños con discapacidad física en inicial 2

Abstract

The purpose of this paper is to analyze the educational inclusion of children with physical disabilities in the Early Childhood Education 2 level. During the pre-professional practices carried out in a children's center located north of Quito, in the parish of Cochapamba, province of Pichincha, Ecuador. In the institution, it became evident that the teacher did not include a child with physical disability in her classes, nor in any of the activities she carried out with the other children. She did not encourage a good relationship with her classmates. It was also observed that the facilities of the children's center were not suitable for the child. The objective of the study is to analyze the inclusion process in children with physical disabilities at the Early Childhood Education II level. The research is based on qualitative methodology and the application of the technique was an interview, where a dialogue with teachers and experts on these issues was established. The main results show that schools lack programs to promote inclusion in each of the classrooms, and teachers do not have training to promote inclusion in their classes.