Early childhood and human development in the framework of educational inclusion

Abstract

Introduction: The chapter examined the relationship between childhood, education and disability from a historical, sociocultural and rights perspective, with the purpose of substantiating inclusion from early childhood. It explained the coexistence of “classical” and “liberal” conceptions of childhood, origin of tensions between school standardization and development of capacities. Assumed human development as a vital process that valued life, strengthened capacities and guaranteed freedoms, placing the early years as a critical stage for motor, cognitive, psychic and social development.
Development: He described the evolution of the modern school, from a space of discipline to one of protection of children's autonomy. Integrated contributions from developmental psychology and the life course approach to contextualize trajectories. He defined inclusion as a structural response to exclusion based on participation, redistribution and reciprocity. In the framework of the right to education, he highlighted the “4As”: affordability, access, acceptability and adaptability. In relation to Autism Spectrum Disorder, he highlighted the heterogeneity of cases and the need for individualized support, augmentative communication and sensitive environments based on Universal Design for Learning. He recognized the partnership between family and school as an essential support for educational inclusion.
Conclusions: Concluded that a truly inclusive early education required articulating theory, norm and pedagogy with territorial contexts. It proposed eliminating barriers, guaranteeing adequate support and promoting intersectoral policies that ensure dignified and socially valuable life trajectories from childhood onwards.