INCLUSIÓN DE ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECIALES DEL NIVEL INICIAL EN LA EDUCACIÓN BÁSICA REGULAR

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dc.contributor.authorDE LA CRUZ SACSI, Madeleine Nicole
dc.contributor.authorPACOMPIA APAZA, Gabriela Ruby
dc.date.accessioned2026-09-09T15:45:26Z
dc.date.available2026-09-09T15:45:26Z
dc.date.issued2026-09-09
dc.description.abstractThe inclusion of students with Special Educational Needs (SEN) in the early stages of Regular Basic Education (RBE) is essential because this stage is the optimal window for intervention, enhancing their abilities, and laying the foundations for their self-esteem. In practice, I have seen that this is the time when they learn crucial social and communication skills through play and interaction. In addition, their presence enriches the group, fostering empathy, tolerance, and appreciation of diversity in all children from an early age. This is because it is the first stage in which the foundations of socio-emotional and cognitive development are laid. The active participation of families in this process is crucial, as their close collaboration with teachers strengthens children's learning and adaptation, creating an essential support network. Guaranteeing this right to education from an early age not only lays the foundation for a successful school career, but also fosters values of respect and diversity throughout the educational community. As also mentioned in Law No. 32289, which guarantees and promotes access to Regular Basic Education (EBR) and Alternative Basic Education (EBA) for students with disabilities and promotes teacher training in Inclusive Education, this legal framework reinforces the commitment to building a more just society from early childhood. However, despite the legal frameworks that protect it, exclusion still persists in various institutions, often due to attitudinal barriers or lack of resources. This reality makes it urgent to analyze teachers' perceptions of inclusive education and the pedagogical strategies applied in the classroom, as it is educators who, with their training and attitude, largely determine the quality of the inclusive experience. A systematic review was conducted of 20 theoretical studies selected from a total of 58,418 documents (articles, books, journals, and theses). The search was conducted in databases such as Scopus and Google Scholar (2020-2025), using terms such as “inclusive education,” “inclusive teaching strategies,” “special educational needs,” and “early childhood education” in Spanish, English, Portuguese, Catalan, and Italian. As a result, the authors reviewed agree that the inclusion of students with SEN in early childhood education is a complex process that depends on well-trained teachers with positive attitudes, supported by flexible pedagogical strategies such as Universal Design for Learning (UDL) and collaborative learning, and sustained by strong collaboration between families and specialists. However, this ideal clashes with systemic barriers (lack of resources, insufficient training, lack of interest on the part of teachers, lack of educational policies, and low involvement of parents) that perpetuate a gap between the inclusive discourse of policies and the reality of classrooms. Despite progress, greater efforts are still needed to strengthen teachers' pedagogical skills, optimizing inclusive strategies alongside materials and/or resources. Furthermore, collaboration across the entire educational community must be promoted in order to ensure the true inclusion of children with SEN at the early childhood level. Keywords: Inclusive Education, Inclusive Teaching Strategies, Special Educational Needs, Early Childhood Education
dc.identifier.urihttps://repositorio.ispa.edu.pe/handle/123456789/507
dc.titleINCLUSIÓN DE ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECIALES DEL NIVEL INICIAL EN LA EDUCACIÓN BÁSICA REGULAR

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