Promotion of the quality inclusive school in the Early Childhood Education stage

Abstract

Diversity is part of our daily lives and together with it, the inclusive school emerges as a response to improve the quality of education. The aim of this study is to find out about and promote the process of educational and social inclusion in a classroom in the fifth year of Infant Education where there is a pupil with a rare disease. Based on a qualitative method of action-research with an ethnographic approach, different activities were developed, divided into four phases, which allowed us to obtain results and feedback. The development of the proposal led to an improvement in the perception of diversity, in the emotional atmosphere in the classroom and in the quality of education, in the inclusion in large group games, as well as in the expression of emotions, both in the pupil with a rare disease and in his or her classmates. An improvement in the social and emotional climate and development of the classroom was obtained. Classrooms are spaces of diversity, which goes hand in hand with the promotion of inclusive school models. It is therefore necessary to acquire key values, such as equity, in order to achieve inclusive societies in the future.