It Is Never Too Early: Social Participation of Early Childhood Education Students from the Perspective of Families, Teachers and Students

Abstract

The aim of this study was to delve into social participation in early childhood education classrooms of centres that include students with ASD, considering social participation as a fundamental element to understand inclusion. To this end, we propose a Convergent Parallel Mixed Methods approach. A quantitative study was carried out with the participation of 85 Early Childhood Education students from centres that include students with ASD. Information was gathered through attitude and social support questionnaires. Six families and eight professionals of these centres participated in the qualitative study. In this case, interviews were conducted. The results show the need to attend to the social participation of all students already in the stage of Early Childhood Education as a fundamental part of what is understood as an inclusive classroom. Similarly, this study identifies both the factors that hinder and facilitate the response of teachers to this aspect in relation to the students, teachers, and families.

El papel de la universidad en la construcción de sistemas educativos inclusivos. Dificultades, propuestas y desafíos

“…Este es el ámbito en el que nosotros estamos investigando 27 y descubriendo, tal y como venimos diciendo, que hay mucho saber sobre cómo saber/evaluar el punto de partida del alumnado respecto a todo ello. Pero también sobre qué prácticas son favorecedoras de un robusto desarrollo con efectos positivos en todo el alumnado (EDITEA, 2021; Barrios et al, 2022;Muñoz-Martínez y Porter, 2019;Muñoz-Martínez et al, 2023;. Un saber, por cierto, que nos habla de actuaciones y formas de enseñar y evaluar bien conocidas por todos desde hace mucho tiempo, como todo lo relativo al importante rol que, a tal efecto, tienen las metodologías de corte cooperativo (Barrios et al, 2022;De Vicente, 2021;Riera et al, 2022).…”