THE ROLE OF EARLY CHILDHOOD EDUCATION IN THE CONSTRUCTION OF SCHOOL INCLUSION

Abstract

This study investigated the role of Early Childhood Education in the construction of school inclusion, with the aim of analyzing the pedagogical practices adopted in schools to ensure the participation of students with disabilities. The research followed a qualitative approach, using bibliographic research to review the main inclusive theories and practices in early childhood education. Studies and documents on pedagogical practices, teacher training, public policies and inclusive assessment were analyzed. The research identified that, although there are advances in inclusive practices, schools still face significant challenges, such as the lack of adequate resources, resistance from educators and structural barriers that limit the full implementation of inclusion. It was observed that continued teacher training is crucial for adapting the curriculum and implementing inclusive practices, with the use of assistive technologies and formative assessment being fundamental for adapting teaching to the needs of students. Public policies, such as the “National School Inclusion Program”, have been recognized as effective, but need to be expanded and made more effective. The study highlighted the importance of integrated action between teachers, managers, families and support professionals to promote quality inclusive education. Finally, it pointed out the need for more research to improve inclusive practices, especially in relation to curriculum adaptation and ongoing monitoring of students with disabilities.