Articulation of the educational community and inclusive teaching strategies for learning environments in early childhood education

Abstract

This research analyzes the role of the educational community in building inclusive environments for children with Special Educational Needs (SEN) in early childhood education. It identifies limitations related to family participation, teacher training, and the effective implementation of regulations, and examines how the interaction between teachers and families influences the guarantee of participation, equity, and holistic development in early childhood. The study was conducted using a qualitative approach, an interpretive paradigm, and an ethnographic method. Participant observation, field notes, and semi-structured interviews were used in real early childhood education settings during pre-professional practicums to understand classroom dynamics and the relationships among educational stakeholders. The findings show that, although efforts toward inclusion exist, weaknesses persist in the coordination between teachers, families, and support professionals, as well as shortcomings in the mastery of inclusive teaching strategies. The study demonstrates that the participation and shared responsibility of the educational community are crucial for promoting accessible and equitable environments. Consequently, the proposal aims to strengthen collaborative work, teacher training, and the design of adapted pedagogical strategies, consolidating a culture of respect for diversity. It is concluded that inclusion is a continuous, collective, and transformative process that must be implemented through pedagogical actions within the classroom.