Diferentes formas de aprender y participar en la Primera Infancia

Hello, welcome, welcome. My name is Doris Zavando, I am from the University of Barcelona and I am going to present this session entitled "Different ways to learn and participate in early childhood: detection of barriers and adjustments from curricular flexibility".

The objectives of the presentation are to understand educational inclusion from the first childhood curriculum framework, recognize curricular flexibility as a strategy for educational inclusion, detect barriers for learning and participation, propose adjustments and supports to reduce these barriers and finally, value network support. Well, we will start with the first

The first topic is educational inclusion and the response to different ways of learning and participating. It is very important for me to place them in a very small timeline so that you understand that the current moment, which is that of the inclusive school, is not a moment that has now emerged because of a fashion, but it comes from, we can place it,

the 18th and 20th centuries, with the creation of the first institutions and special schools, from which the disabilities of the student were given an answer, because before that, education did not exist for those who had some disability. And then it is also important to understand that all these educational models have been given on a approach or paradigm

of how people conceive the problems and difficulties they have. So, these first institutions and special schools were created on an educational paradigm, individual and deficit. What does this mean?

At that time, it was understood that the problems and difficulties of the individual were inherent to the human being and therefore they were immodifiable. The student, the child, the one who had a deficit, and that this deficit would be maintained with very little margin of action on our part. Later, in the 60s and 70s,

the movement for school integration is gradually being developed. Due to the scientific advances, to the research in the field of neuroscience, in the educational field as well, it begins to be seen that there are

an influence of context in this individual situation of the person. That is, if the child had a disability, a difficulty that was inherent to him as a person, if we modify the context and the interactions that envolves the child, this one could achieve a development and learning

So, with this new evidence and these results, that look begins to shift from the child, and that's why I have graphed it,

We move our gaze, although we do not deny that the child may have a difficulty that comes from him, we do take into account that by modifying certain contextual variables there may be a change in his learning.

Later, this model also receives criticism, especially because those who receive the support, the help, are some students

and not all of them, they are students who basically have a diagnosis of some disability, of some disorder, leaving out a series of children who may need some help, at some point in their schooling, and they do not have it because they do not have this diagnosis. And also in this model of school integration,

it is seen that educational support must be given by professional specialists. The Inclusive Education Movement tries to respond to these criticisms and in the year 90

UNESCO calls for the promotion of the School for All and All. In this international movement, in which several countries have joined forces to guarantee access to education in equal conditions and guarantee quality education,

This model is based on a collaborative approach, because here we propose that diversity is inherent to human beings, and therefore we cannot talk about children with diversity, but that diversity is inherent to all of us, and therefore the school has to reflect this great diversity that its classrooms have. But how can it be done?

What does collaborative approach mean?

we are all potential educational agents and therefore we are all potential agents of giving educational support. So, it means that the whole school becomes a support community and this child or girl or the children of this school are not the responsibility of just one person, who would be the tutor teacher and if the child has a problem, the specialist teacher, but that all of them somehow

We share this responsibility. So here we have teachers, family members, directives, students, staff, professionals and volunteers. Evidence has shown that families and students are the most underused resource that is used in the classroom

to support the learning of all students. We also see that outside the educational community there are some services or institutions, well, here I have put some, but we can count on a wide range of services and institutions that provide

to the school, but also the bidirectional arrow, which means that the school also contributes to these institutions with their knowledge and the collaboration must be mutual.

It is very important to understand the concept of educational inclusion in order to advance towards it because there is a lot of confusion. It is important to understand that educational inclusion is a process that tries to respond to the diversity of students by increasing their participation and reducing exclusion within and from education.

So, here we have these three elements that are highlighted and highlighted, which are the presence, participation, and learning.

The three have to agree to talk about educational inclusion. It is not enough to have the student present, which means that he can access and maintain the educational system. That does not ensure that he is completely included, because I can have a student with disabilities, for example, sitting in the classroom or one of a ethnic minority without learning anything.

or without participating. Participation refers not only to classroom activities, but also to all that social participation, so important to be able to talk about educational inclusion, that can be incorporated, included within leisure activities, in the moments of patio, for example, in a school. And basic learning, because I can be present, participate, but not be learning anything. And very important is what UNESCO

has driven is to guarantee instrumental learning.

not only the minimum learnings, but also the instrumental learnings that will serve the student to later compete in the labor market in which he is. So, that is emphasized a lot by UNESCO. And finally, to close this issue of differentiating between one model and another, I have put this slide that surely many of you have seen on the Internet,

which clearly shows the difference between one model and another. In the exclusion we see how clearly minorities are left out of the "regulatory system". In the segregation, these minorities are attended, but totally separated from the rest of the population. And in the integration, although they are inside,

these minorities are attended within either the school or the classroom, they are still somehow separated and these homogeneous groups are made, which means that I group and pay attention to the normatives, to those who do not have any difficulty in principle, and to all those who have some disability,

I put them together in a small group and I pay attention to them. So, it can be in these classrooms that we know as special classrooms that are outside the ordinary classroom or inside the ordinary classroom in a totally separate group, clearly identifiable from the rest.

And we have, finally, the inclusion model that bets because none of these limits exist and that they are all mixed participating, all included. The problem is that there is a lot of confusion between the inclusion integration model. There are many people who point out, and it has happened to me, that they make very good inclusion, that they are excellent including, but when they start to explain to you

and why they say it, you realize that the practice is totally integrative, that they are not talking about inclusion. And here you don't have to feel guilty or feel that we are doing it wrong. I don't want you to have a feeling that I'm doing everything wrong, because we have to understand that the school is within a framework

a normative, a political framework of a country. Therefore, what we do in the classroom to be more inclusive, yes, it is very important,

but there are other elements that are left out of our margin of action. So I want you to keep that feeling that yes, I'm doing everything to be inclusive, but I'm in a system that prevents me from moving beyond what I want because the system is already regulated in this way. But it is very important

to identify what model we are in and not to believe that we are in an inclusive model when what we really do is integration. There are people who believe, I remember anecdotes that I asked them, "Yes, we are a very inclusive school." And why do they say that? Well, because the students are very happy in the reinforcement classroom, they participate, they make meetings. So, we have to understand that that is not being inclusive.

At what level should a practice be transformed to make it more inclusive? Well, actually a practice, not an educational center. Well, both the I-SCOPE, two authors who created the Index for Inclusion years ago, which is an instrument that was introduced internationally to be able to diagnose educational centers in relation to inclusive education.

These authors pointed out three dimensions that have somehow oriented all policies in inclusive education at an international level. What does it have to do with the dimension of culture? Cultures are all beliefs, all values. How do we understand diversity? Do we value it? For us it is a difficulty. How do we understand the difference? Respect for that diversity.

all the beliefs we have in relation to that. The policies have to do with all the norms, decrees, laws that regulate inclusive education and the practices are ultimately the ones that land culture and politics in all these daily actions that we are developing in relation to inclusive education.

Now, how do we analyze these political and practical cultures to know if they are more or less inclusive? Well, here we have three dimensions again, which are proposed by Petreña, Puig de Llívol and Yardí. These authors speak

of making attributions when we are faced with a problem. If the attribution is individual, it is more individual, remember, I say that the child cannot, I am in the child, we are in a more deficit model than inclusive. Inclusion bets on an attribution

social because I don't look at the child and let's remember I have my gaze displaced towards the context, therefore the attribution of everything that happens to that child is more social and I start to see social factors, contextual factors to explain the causes of the difficulties that I am going to find myself. I can also look at the agents who give the support.

That is also key to identify if a center is located in one model or another. Who gives that support? Do they give it to specialists only? Is it exclusive to specialist professionals? Or does the whole community take into account? Also considering the community, the students themselves. Students are a rich source of educational support. Families who are collaborators of the center.

And finally, if the educational strategies that I put into play are adaptive, that is, "Oh, poor thing, we leave him here, we make something easier for him so that he doesn't suffer, since everything costs him so much", or also when we say "it's a lost case, I don't even waste time on this", I do the least. Or, on the contrary, I have high expectations and

I'm going to the acceleration of learning. What does this mean? And now I'm going to go a little deeper into adaptive and accelerating actions. Well, both actions are related to expectations. The low expectations are related to not believing that that student can really learn.

because I have prejudices, I have beliefs that I have formed throughout my life and I think that we are just wasting time with a student who is really not going to learn because he can't, because where does he come from, things, look at his family, etc. So we do these educational actions very low. On the contrary, inclusive education is based on high expectations but realistic.

because there are people who generate high expectations, but totally unrealistic. So we have to keep the student's level in mind, but the level that we want to reach the maximum level, reach without barriers. And then, that child, we are going to propose an acceleration of learning, so that they can learn the most according to their possibilities. This inclusive look, which is very important and is basic to move forward,

It avoids the pathologization of the difficulties of the student and focuses on changing the look, the barriers. On a deficit model, I have individual attributes, that is, when I am in this model, and beware, because it does not mean that this model was given in the 18th century and does not exist now. Currently there are many people who still continue

working under a deficit model and that attribute to the child everything that happens to him. He does not want, he cannot, it is problematic, he does not learn. On the contrary, what we expect from this more contextual analysis that characterizes the inclusive model, we expect to look at the conditions of the environment

the methodologies and dynamics that may not be working, study the relationships, how that child is related, how he is welcomed, both by me and by the colleagues, and what development needs he has. To overcome this individual vision, we have to understand that the problem is not the student, but the school, that we have to identify and overcome these barriers,

There are these three elements of presence, participation and learning that are basic for inclusive education and that we have three dimensions in which we can make transformations, evaluation, follow-up, and that we have to take into consideration, which are culture, policies and practices.

What educational implications does this look have? Well, this look is very important because what I want is to achieve an inclusive look at justice. And here we have it graphed in these three children who are watching the game. If I have equality criteria, I will have a assumption that everyone benefits from the same support. So here we see it.

All of them have the same drawer, and therefore, there is one student who continues without seeing the party, and there is another who sees it just. On the contrary, inclusive education, which is based on equity, in which everyone receives support, needs

Sorry, everyone receives the support they need. I may not need support, so it's okay if they don't give it to me, but maybe I'll need twice as much as you do. And I'll need, as the example shows, two boxes instead of one.

But in reality, what is intended with inclusive education is justice for all, social justice that has to do with the ideal is to look at the party without any support, without any barrier, without any barrier that makes me need my support.

Here I make a very important appreciation that here in equality, first we are not talking about equal opportunities, equal opportunities have to do with justice, we are talking about equal access without a choice. Well, let's talk now a little about curricular flexibility because it is a tool that allows us to reach inclusive education from the curriculum.

The curriculum framework suggests that we must adapt teaching to the characteristics, interests, rhythms, needs of support of each child. It is a process of making pedagogical decisions, it is not something that

is not invented and improvised, but requires intentional reflection, intentional practices in which I adapt planning, environments, materials, routines, evaluation strategies, and I seek that each one can participate, learn and develop.

the presence, participation and learning, which are the three elements of inclusive education. Observation is fundamental, because I must observe first to be able to identify the characteristics of my group and to be able to understand these individual trajectories that each one has traveled. Therefore, it is also very important to understand that it does not imply lowering the requirements, as we remember that we said, an adaptive learning, but that I seek the maximum potential.

What is not curricular flexibility? As I said, it is not something improvised because it requires conscious decisions. It does not consist only in making superficial adjustments, but we can reduce exercises without transforming a proactive proposal. It does not seek to create homogeneous groups or label children, to group all those who have difficulties, as we just explained.

and it doesn't mean it's easier to learn. Well, here we have some guidelines to develop this curricular flexibility. It's very important to be able to give each one what they need to know it first, to know my group, to be able to say clearly: "I have so many students who have this problem, I have so many students who are moved, I have these socio-economic problems", in order to be able to be equitable.

I must review this characterization in those children who have more support. Of all this group, I have this other little group that requires more personalized support from me or whoever.

It is also very important to know the motivations and individual interests. In children's education, we have interviews with parents when children are going to enter school. Generally, there is a previous interview in which we are also asking

because of personal motivation and interest, because it is very difficult for very young children to explain to us about it. So we asked the parents. As a suggestion, which was something that happened to me as a mother,

is that these motivations, these interests, although we may not have time in an initial interview to know them and to interview them in depth, we can give them a dossier, a little book or something that they can explain to us in depth

What are these interests and motivations? For example, ask him what game he likes the most at home, what toy, with whom he has more fun, etc. But it is very important to look for the strategy to have this information. Recognize differentiated learning times. There are times to learn

There are moments to learn something, there are moments to learn something else, there are moments that the child will be more open to learning more instrumental competencies. There are other moments that leisure will be required, as well as a very important moment in the child's learning.

Offer multiple ways to motivate the development of an activity. Not only an activity will be the same for all, all painting, all students singing, for example, but I can vary the way the activity is developed and the child can express what he has learned.

Offer multiple ways to represent the understanding of the processes by the child. That is also very important. Offer multiple ways for children to show that they have learned. Maybe a child is very shy and can't say it while speaking, but if he draws it super well or he can tell me identifying with his finger. So we have to look for the way, or maybe they don't do it in public and they do it in private.

In short, it is very important to constantly go as a teacher, reflecting on what strategies, activities, what evaluation I do, what resources I use. Use explicit instructions, a clear vocabulary so that the children understand what we are asking them. That's basic. Sometimes we teachers go in a hurry, we arrive and leave, and we don't know if they have understood or not, or we agree that they have understood us, but they have not really understood anything of what they had to do.

So, before starting the activity, it is also basic to ask them, for example, to explain to us with their words what they have to do. Let one go out to explain: I model with the student what he has to do. I have to look for the strategy to clarify these instructions. It is also very important to divide large tasks into very small steps.

Maybe there is a student who cannot do all the steps of a task, but he can gradually do it step by step. It is also very important to activate previous knowledge so that students can connect with reality, everything they are learning in the classroom.

What elements of the curriculum can be made flexible? All the elements of the curriculum can be made flexible: the environments, the materials, the routines, the pedagogical strategies, the evaluation, the planning. The word "flexibility", which is at the center of the process, is a characteristic of inclusive education. The curriculum, to be inclusive, has to be flexible.

The teacher and the teacher, to be inclusive, must be flexible. If I am a person who thinks that way and I don't change it at all, we are very bad, because in inclusive education, needs always vary. What I liked at one time didn't cost me, in the other it's totally different.

So, it is very important that characteristic of the flexibility applied not only to people, but also to the curriculum. Well, what are reasonable adjustments? The reasonable adjustments, as I will now explain in depth in the previous slide, are adaptations in the environment, the methodology, the materials that eliminate barriers to participation.

For example, we have adaptations in the materials. The materials must be accessible, manipulative, they must have information in various formats, they must be, for example, visual, auditory, that can be manipulated. Flexible routines, clear and predictable sequences must be given to the students.

Students should know, and in kindergarten that is very incorporated, routines, they should know what they are going to do because that regulates them, it helps them to regulate themselves emotionally. They should have the possibility to anticipate and prepare. In a small child, well in all, but especially in small children, it is very important to anticipate, to say what comes next, to say what will happen.

It is not the same when, for example, we take a child out of the yard abruptly or when we are warning him and we are anticipating the time of the yard is going to end, they have a few minutes left, take the opportunity to play. It is the same when we take our children to the park or a very entertaining place. If I get there and take him out and take him from one moment to another without anticipating that we are going to leave, it can be chaotic.

So, for example, a tip I have for my daughter, I always tell her with a lot of time, I tell her, you have five minutes left, you have three, then we go, and then the moment to leave is not a problem. And we have the flexible evaluation. Well, you are going to forgive me, but I have started on this right side. The flexible evaluation has to do with continuously observing

with doing training evaluations, respecting rhythms and ways of learning.

We can also make adaptations in the environment, so that the spaces are accessible, that they are safe, the organization of the classroom that favors participation, that the children are not always the same, closer to the teacher than the others, separated in a corner. Establishing calm zones and regulations is very important and many schools are being implemented with very good results.

the adaptation in methodology, to give diverse strategies, flexible times, multiple ways to participate and express yourself, and to give support and resources, multi-sensory materials, visual support, communicative support, to give support technology when needed.

It is very important to understand that it is not about doing something different for each child, because otherwise we would never finish, but to offer diverse opportunities so that everyone can learn. And here is a concrete example of a child with TEA in a classroom of four-year-old children. Let's see how we materialize these adjustments. This child has a TEA diagnosis, has a special interest in cars and routines,

has a sensitivity to loud noises and routine changes and needs visual support and anticipation of activities. So, as a transversal learning objective, it is to participate in group activities, communicating their preferences and needs and respecting the basic terms and rules of coexistence. Participation

It is very important that there is daily communication with the family, because the student will be transmitting to them: "Mom, I did this, I did this, I did that". So, the journal, the traveler, the agenda, to have that direct contact with the family.

also share strategies that families use at home. So it is a mutual feedback. I tell the family what they have done, the family also tells me what they have done, what changes, what progress. In this case, the modifications that can be made, the reasonable adjustments would be, for example, the environment.

We can offer this child a quiet corner with few stimuli because he is very sensitive to loud noises, therefore, also at some point when he feels altered, he can have this calm space. Visual signaletics of spaces and routines, that is very important so that they can recognize this differentiation and also anticipating what comes next, in the case of routines,

give organized materials that are within their reach. Regarding materials, as they like cars, cars of different sizes, obviously not to stay only in cars, I have to expand the interests of the children, especially the autistic children, it is very important to expand these interests that are sometimes very restricted, but also take them into account for learning.

to offer paths, route maps, so I'm already expanding and taking out his interest, which is only the car, to expand it, perhaps to everything that has to do with the roads, with the street, the signs, and I'm expanding a little this curiosity that he has, natural. Giving visual sequence cards, very important for this participation.

Use headphones for high stimulation moments, put on headphones, I don't know what they are called in your country, so that you don't hear the noise of the environment. We can have caps when there is a lot of noise in the classroom.

The subject of routines. We see that he is a very attached child to routines, which is also very characteristic of children with this diagnosis. So it is very important to have visual schedules with steps of each activity. Pre-announce changes. That has to do with anticipation to avoid, especially in these children, this emotional dysregulation when we take them out of what they are doing and how much they like it.

Make routine of entry and exit consistently so that you understand that you have entered a dynamic and then you have left that dynamic to enter another. You have to mark a lot of these routine changes.

In pedagogical strategies, for example, we can develop activities based on their interests, with visual support, with positive reinforcement, work in small groups, explicitly teach social skills, the shift, asking for help. In relation to

It is very important to anticipate the routine with visual support, brief activities with clear purposes, and this is very important, we cannot have the child there for 30 minutes in an activity. Activity of 10 minutes, in which at first it succeeds and then I go up in complexity.

that are brief but have a clear purpose and we integrate their interest in the learning experience. And finally, observation. Evaluation is very important. Not to evaluate with a typical pencil and paper and some exercises to evaluate. No, I have to look at the context, I have to observe every day, I can have a little book to go recording the progress or adding photos too.

The same work of the child is very important evidence to point out the advances that he has had or to reflect on his advances. But this constant observation is very important. And adjustments according to their achievements and needs. If there are things that the child is already achieving, there are supports that can already be withdrawn.

We have another case, the case of Tomás, who is a 5-year-old boy who has a problem participating in the classroom and we see him getting up during a story, going around the classroom, interrupting the activity. It is not a case like the previous boy who had TEA, but this is a case of a disruptive child, of disruptive behavior, which you are surely very familiar with this type of cases.

He doesn't have any diagnosis, only this, but he is a child who is ruining the class all the time, let's say, he is interfering with his classmates. So here we propose, for example, that routines be done, anticipate activities with visual support. As we see, we will repeat the anticipation in all cases because it is basic.

Now we finish an activity and the change of activity has to be made explicit. And now we will move on to this other activity. We show the sheet, we show the object or whatever we have as visual support. This activity is already finished, we can even make gestures with our hands. We move on to the other activity and so on.

In participation, we can ask that instead of listening sitting down, you listen standing up in a limited space, even if you don't leave the classroom, for example, nor bother your classmates, but that I have no problem if this particular child gets into a corner to listen to what I'm talking about.

Now, we have assistants.

technical or whatever they are called, who help us and provide support in the classroom. It is very important that this person is, serves above all for preventive support, not to act when there has already been a conflict, but to be able to prevent. If I know it's a child who gets up during an activity that can't be sitting for a long time, then I, with this assistant, must have a whole plan prepared

to prevent that child from getting up or if he gets up, that he does not interrupt the rest of his partner and that he can continue to participate on foot, moving or wherever. Finally, the role of the companions: to invite these companions to participate not only in a group activity, but also to allow them, for example, to model a positive behavior.

Well, and here I put an example of the multilevel support systems that exist here in Spain and that basically, so that you have it from personal knowledge, because I know that in your framework it talks more about

Well, it speaks with another terminology of these reasonable adjustments, but if we look at what all this speaks of, we will see that, well, I, to the extent that I was reading and contextualizing a little about your educational reality, your regulations, I realized that all these adjustments have to do with what we call universal measures. Here we have the measures

that are intended for all students and are of primary character. This concept of universal measures is adopted from the health, from the health field, with all the preventive campaigns that were made, and it has been gradually incorporated into the educational field.

We have the universal measures. If we do not respond to those measures, we move on to more additional measures, which are more specific adjustments for a group of certain students, and at an intensive level, which would already be for those specific cases in which, with all the additional universal measures that we have implemented,

We don't give an answer and therefore we have to apply more individual action plans, which would be what in our educational system would be the intensive supports.

So, here, what is the objective that we have? The same as you, the reduction of barriers, maximize accessibility from the beginning, and that gives me guarantees that later I will need less specific support. All this has to do with the dual, the universal design of learning, which has also been promoted at an international level.

And here we have the principles of the DUA, I just want to show them to you so you know that we are already in the last version, in 3.0. And the DUA basically, what does it propose? It proposes three dimensions in which we have to design a class and take into account the

or design multiple means for the student's commitment, design multiple means of representation, which is how I show the information to the student, and finally the design of multiple means of action and expression, how the student manifests what he has learned.

This is just so you know that we here in Spain work a lot with these DUA guidelines. Well, barrier detection. We move on to the next point. Barrier detection is very important to know in what elements I have to look at the context that can generate barriers to inclusive education. We have barriers of all kinds: attitude barriers, organizational, social, cultural, didactic barriers.

We will start with one, the attitude. All prejudices about differences, a false professionalism of saying that I believe in diversity as a value, but in reality I don't even believe it. I'm a racist person, it's all examples, it's not like that. The commiseration is to be sorry, what I was saying just now, what more are we going to ask for if life is already going through so many difficulties.

And the derivation, because this case is not mine, I give it to the professional specialist.

We have some barriers that are didactic, that have to do with this homogeneity that many of the curricular designs have, or also the grouping that I do of the students, I group them, but that is already more organized. As for the didactic part, the homogeneity of the curriculum, I do easier tasks for the little group, I do more complex ones for those who I think are doing super well or who may have high expectations,

We also work a lot in education with unisensory methods, for example, paper and pencil. There is no manipulation. So we must not forget that information enters us through sight, enters us through the ear, but also through touch and in this sense through manipulation. A contaminated assessment of biases, also of my prejudices, will also interfere, it will be a barrier.

that, for example, I am evaluating a child with everything I think and I say no, I don't care about that child, he won't learn. Evaluation has to be as objective as possible and avoid any type of contamination. And the critical adaptations, which I mentioned earlier, which are when we make adaptations at the low.

We have social and cultural barriers, such as selective function, family prejudice, the naturalization of exclusion, selective function when we choose a group of students and not others,

And finally, the organizational ones, which have to do with the homogenous groups. Let's remember that inclusive education is based on the heterogeneous group of students, whether it is also by gender, by level of education,

knowledge, by behavior. I would be fatal in a classroom in which I group them, all those who make a mess and have disruptive behavior together, because they would be enhanced. The same happens with learning. If I place all together those who have problems, they will be enhanced in this difficulty. Well, before thinking about the child, we must ask him:

and you are preventing him from participating. So, let's remember this change of perspective. I have a child who doesn't participate and then I have an attitude barrier, he can't, he's too small, he always needs help. I must change that look to have this more inclusive look

that I'm trying to convey today. The methodology, one way of teaching, that's fatal for participation, because there will be children who are not paper and pencil, there will be children who are more of a game, or stay alone in the game and never go to paper and pencil, which can also be the other way around. I can give two examples, because I can give examples in every sense. Also all the communication barriers,

If I give unclear instructions, I give little help, visual, physical, the child will clearly be lost. The physical barriers that we all know, which are inaccessible spaces, and the organizational barriers, having very rigid routines, little time to participate, that is also counterproductive. Let's remember that nothing rigid comes well in inclusive education.

And finally, the socio-cultural barriers, such as not considering the language of the child, the native language, the culture, the family context. Well, and now, in relation to, we have already talked about all the barriers, about all the problems, now we are going to change the chip a little towards a more positive aspect, a more positive view, and that is that although there are barriers, I should not stay in the deficit,

or barriers, but I must enhance those factors that are protective and successful. Here I present the results of a longitudinal study carried out in Spain, in which 30 educational trajectories of vulnerable young people were analyzed. And here we have that they observed that students, despite having a very complex socioeconomic situation,

could benefit from other thematic situations, but this socio-economic problem, this conflict family situation does not condition that you succeed. Basically, that is the conclusion they came to.

Longas, Cusó, Querol and Herrera. Another important thing that they emphasized, as a result of their research, is that the important thing is not the individual effort, but the interaction of multiple factors. So, what do we see here? We see how a child who has a low socio-cultural level, economic precariousness, a conflicted family situation, etc.,

They may also suffer from potentially traumatic vital events, such as death, illness, domestic violence, conflict with a partner, and this can also have the effect of difficulty in school accompaniment, precariousness of resources for study, few educational opportunities outside the school, and devaluation of the school in the near future.

So, what did these authors discover? They identified these four factors of support for school success. And I want to leave everything else, the previous ones, the context, the problems that can enhance, that are not protective factors, but risk factors.

I want us to leave that aside to focus on how we can enhance these success factors. We have the support factors for school success, which were identified as individual, which have to do with the responsibility, the capacity, the motives, the interests, the high expectations,

What these authors highlighted the most was responsibility and high expectations, as the most influential. On a family level, the most influential were the support of the family and the evaluation towards the study. On a school level, what most influenced was the positive climate and the involvement of the teachers in helping.

And finally, community members, extracurricular activities and educational references. Well, let's see now the last point of this presentation, which has to do with this support network in early childhood. What does the curriculum frame for support mean? First of all, that no teacher includes alone.

Inclusion is built through a support network. The attention to early childhood requires coordinated action by different actors. And here we have families, teachers,

technical assistants of children's education, the directives. We have the child in the center, but we have to identify these agents, as I was saying, in the collaborative paradigm, as main and powerful support agents. Some universal support strategies that I am going to mention, such as the universal learning design,

which is what I have been mentioning, proactive classroom management, that is, preventing disruptive behavior problems before they appear, heterogeneously grouping the student, that is, not to make groups due to difficulty, but as varied as possible, modeling interactions between the student, as I hope they behave, co-teaching, co-teaching when there are two teachers in the classroom, or a teacher and a technician,

but it requires a prior planning of how the session will be carried out. There are co-teaching models, it is not that there are simply two teachers in the classroom. Tutoring between equals or between different classes that has to do when the students help each other, among others.

Formative and inclusive evaluation, a process training, constantly observing with different modalities. Promote, above all, the self-regulation of the student, both in his learning and in his emotionality.

There are cooperative methodologies such as cooperative work, project work, the ABP, problem-based learning, station organization, interactive groups or unfolding when we divide the classroom, which are considered universal support measures because they are aimed at the whole class.

And here we had something that I was talking about the role of this figure of educational support. Although we have different agents that can give support, we have to consider that if that person, as shown in the image on the left, is alone with the student who has a problem and his support is not directed to the whole class, then we fall into a more segregating or integrative model than inclusive.

It is important that this support figure is not individual for one child, but that we have more students in the classroom who are constantly requiring support during activities. And here on the right we have the co-decent models that I was talking about. Well, there are only a few, but it is very important because co-decent alone does not guarantee that I will not be in an inclusive integrative model.

Therefore, to finish, it is very important to have the family as an ally for inclusion, to give concrete proposals to strengthen the participation of the family. For example, a diverse physical space where families are welcome. I can say, "Well, the family participates," but there is no physical space where they can meet. Redesign meetings with families through workshops, trainings,

mixed commissions where teachers and families participate, participation in the classroom on a punctual basis or as a volunteer over a period of time, continuity of monitoring from home, giving activities, being in communication, joint training for families and teachers, joint evaluation, an initial plan to know where we started, where we want to go,

and last, a support program for families who need it the most to get to the UN.

It is also very important to understand that the evidence that there is, the results of the INCLUDE, which was a European project, which described that there are levels of family participation that range from informative to evaluative, so that the family can participate in the process of evaluating progress. Unfortunately, most of the countries that participated in this study

They showed that the level of participation of the families is at the informational and consultative level. That is, the parents are informed and their ability to decide is only consultative, it is very minimal and they participate in traditional bodies

but they don't have a participation beyond decision-making, educational processes or evaluative processes. And finally, we close with what would be the role of the teacher in children's education from this support paradigm.

It is very important that the teacher agency, which is this capacity that we have to make decisions and act intentionally and generate changes, is very important. For this, the teacher agency must be accompanied by teachers so that they can develop this capacity to take initiative.

It is very important that, as an early stage teacher, you can detect to intervene on time, because it is not the same to detect in elementary school as in kindergarten. It is very important to observe. We in kindergarten have the classroom to be able to make these comparisons and to be able to say: "Here something is wrong", because at home the family can only make this comparison with

a child, older or younger, but it is a bit risky. But we, as teachers, have the complete class to be able to detect in time. Anticipate the barriers, which is what I have been talking about for a long time. If I already know that the child is going to stop when I read the story, then I have to have some action prepared for that moment, so that that moment does not arrive or arrives with the minimum impact.

I must provide personalized attention, and for that I must know my classroom and the students, adjust the teaching to bring to the maximum potential, foresee these universal supports that I was talking about, which are aimed at the whole class, and design environments that are accessible to all students. Here I will leave some recommendations to deepen what I have mentioned,

and my email in case someone needs more personal contact. Thank you very much for your attention and for a few days you will be open to answer questions and questions about everything we have reviewed. Thank you very much.