The inclusion of all children in education must start from an early age. Decades of research point to the convenience of inclusion for better development, learning and well-being for both children with a disability and their families.
Removing obstacles and limitations, strengthening, supporting, and meeting the individual needs of each child are currently a priority for many states and nations. In fact, it is one of the goals (Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) in the United Nations 2030 Agenda.
Variables such as limited family-teacher partnerships, family empowerment, or family confidence and competence can be potential barriers for effective inclusion in education and community settings as well as negative predictors of quality of life and child functioning.
In addition, from an ecological perspective, contextual factors related to the inclusion of a child with special needs or at-risk situations can have an impact on both child and family outcomes, especially child functioning and family quality of life.
Studies focusing on the barriers and facilitators of inclusion as well as the impacts of those factors on individual or family-level quality of life in the early childhood education context are core for this Research Topic. Examples of these factors affecting inclusion and quality of life are, among others: family-teacher relationships, family empowerment, attitudes towards inclusion, family -or teacher- confidence and self efficacy in helping child functioning in everyday routines, especially with those children receiving early childhood intervention (ECI) services birth to six years -not only with disabilities but also at risk-. These barriers and facilitators can belong to the education or family contexts, as well as the teacher-family relationship.
The inclusion of all children in education must start from an early age. Decades of research point to the convenience of inclusion for better development, learning and well-being for both children with a disability and their families.
Removing obstacles and limitations, strengthening, supporting, and meeting the individual needs of each child are currently a priority for many states and nations. In fact, it is one of the goals (Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) in the United Nations 2030 Agenda.
Variables such as limited family-teacher partnerships, family empowerment, or family confidence and competence can be potential barriers for effective inclusion in education and community settings as well as negative predictors of quality of life and child functioning.
In addition, from an ecological perspective, contextual factors related to the inclusion of a child with special needs or at-risk situations can have an impact on both child and family outcomes, especially child functioning and family quality of life.
Studies focusing on the barriers and facilitators of inclusion as well as the impacts of those factors on individual or family-level quality of life in the early childhood education context are core for this Research Topic. Examples of these factors affecting inclusion and quality of life are, among others: family-teacher relationships, family empowerment, attitudes towards inclusion, family -or teacher- confidence and self efficacy in helping child functioning in everyday routines, especially with those children receiving early childhood intervention (ECI) services birth to six years -not only with disabilities but also at risk-. These barriers and facilitators can belong to the education or family contexts, as well as the teacher-family relationship.
