Nursery schools and inclusive processes
Antonio Gariboldi, Antonella Pugnaghi, Giulia Bagnoli, Giulia Scaglioli
The inclusion of children with disabilities in early childhood services is recognized, internationally and nationally, as an area of crucial interest to guarantee everyone the right to education and full recognition of the value of differences. In this sense, the effective promotion of inclusive processes is configured as a privileged analyzer to investigate the quality of educational processes and the degree of active participation guaranteed within the various educational institutions. Adopting an ecosystem perspective, the research presented here intends to detect the management strategies and the main educational and organizational choices made in the 0/3 services present in the territories that refer to two Unions of Municipalities (Unione Terre d’Argine and Unione Tresinaro Secchia), respectively of the province of Modena and Reggio Emilia, to facilitate and support inclusive processes. Specifically, in addition, to detect the point of view of professional educators, through the administration of a questionnaire, it has decided to also involve the pedagogical coordinators, through semi-structured interviews, to explore their role and functions in relation to the promotion of the inclusion of children with disabilities.
Keywords
ECEC, Inclusion, Ecosystem prospective, Educators, Pedagogical coordinator.
