Towards inclusion from the early childhood education: an analysis of teachers' perceptions

This research presents a study made with a total of 294 Early Childhood Education teachers in the province of Malaga, aiming to analyzing their perception of inclusion from an organizational and curricular dimension. To this end, a quantitative, non-experimental, ex-post facto research has been carried out, based on the survey technique for the collection of information. The results show that changes are taking place both at the school level and at the classroom level in relation to inclusion. The changes introduced, especially in the teaching methodology, are remarkable, but it is necessary to highlight the deficiencies perceived both in the initial and in the permanent training of the teaching staff, as well as the need to bet on the development of a collegiate and collaborative culture among the members of the educational community.