Inclusive processes in children’s early years: Parents’ opinion of the quality of the ECEC
Giuseppe Filippo Dettori, Giovanna Pirisino
The inclusion of children with disabilities in services for early childhood is particularly timely also because poor studies are reported in Italy. Recent reforms, which regulate the modalities of educational and didactic interventions in the 0-6 years educational system, have forced us to rethink the organisation of nursery schools, which so far have not followed any homogeneous protocols at a national level. In fact, nursery schools have clear rules that require, for example, that specialised support teachers are present in classes where there are students with disabilities, in crèches, however, it is up to the individual service to choose an educator for personalised support. The research offered in this contribution starts from the necessity to understand the family’s point of view regarding the inclusion of children with disabilities in early childhood. In this paper we will analyse the results obtained from semi-structured interviews on a sample of parents of children in the 0-3 services of the Municipality of Sassari, where the «Melampo al nido» project is active and is aimed at promoting the inclusion of children with disabilities.
Keywords
Inclusion, parents, ECEC, evaluation, quality
