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

Author:

Barrios ÁngelaORCID,Cañadas MargaritaORCID,Fernández Mari Luz,Simón Cecilia

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.

Funder

Ministry of Economy, Industry and Competitiveness

Publisher

MDPI AG

Subject

Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation

Reference82 articles.

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1. Social participation for students with special needs in inclusive schools: a scoping review;International Journal of Developmental Disabilities;2023-12-04

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