School social inclusion in early childhood: from the Convention on the Rights of the Child to the school classroom

From the philosophy of social inclusion and the Human Rights criterion, inclusive education in early childhood is fundamental for children with disabilities; school is often the environment where their educational needs are first recognized. We present our research on conceptions, beliefs and knowledge regarding the inclusion of children with *Educational Needs Derived from Disabilities (NEDD the Spanish acronym), produced by teachers and officials from the area of preschool education. We carried out a semi-structured interview in depth, to 22 members of state and private schools, having and not having integration programs. Our conclusions emphasize a real absence of specific training in teaching courses of study on how to work with children with NEDD. Therefore, we observe an enormous cost for these children and their families in their pilgrimage from one institution to another institution, where the "as if" of the integration is established, but not the respect to their fundamental rights.