INCLUSIVE EDUCATION IN EARLY CHILDHOOD EDUCATION

This paper aims to trigger a reflection on inclusive education in early childhood education, considering education as an inclusive educational model endorsed by public policies, but still far from school reality. The reflection aims to think about necessary changes since early childhood education, because this is the first stage of basic education and it is a critical period in development and learning process of children with disabilities. The construction of the inclusive school since early childhood education involves thinking about its space, time, professional, educational resources etc.., turning to the possible access, retention and development to students with disabilities, students that, because of their particular characteristics, have a special educational necessity. The text discusses, among other things, the necessity to rethink pedagogical practice as a key of school inclusion in early childhood education. The inclusive pedagogical practice should be constituted by the junction of the acquired knowledge by the teacher throughout his career and by the availability to seek new ways to do it considering students diversity and their individual characteristics.