A critical view to the inclusive attention in preschool education

Abstract

This research sought to define the pedagogical strategies implemented by preschool teachers regarding the inclusion of 5- and 6-year-old girls with mild cognitive disabilities. To achieve this objective, three categories of inquiry were established: educational inclusion, mild cognitive disability, and pedagogical strategies of preschool teachers regarding educational inclusion; each of them was explained and supported by the theoretical contribution of experts on the subject. The methodology was framed in a descriptive qualitative research, with the purpose of making an appreciation of the capacities and competences of the teachers in the attention of inclusive classrooms and the development of teaching-learning processes adapted for girls with deficiencies, from the perspective provided by the Ministry of National Education, where the teacher must be able to provide solutions to the different barriers of access to learning and participation, which occur in the classrooms. The main result was the diffuse perception of the educational community about what inclusion is and its implications, which led to the conclusion that in some cases the planning and teaching strategies have decontextualized adaptations.