Editorial: Inclusion in early childhood, teacher-family partnerships, family empowerment and quality of life

Abstract

[Excerpt] In recent decades there have been very significant changes in the social vision of disability and social and educational inclusion (Naciones Unidas, 2006; UNESCO, 2020). These changes are reflected in models of intervention and care, in pedagogical approaches to inclusive education and in the field of research itself (Porter and Towell, 2019).

One of the main advances has focused on the care of children with disabilities or possible alterations in their development, putting the focus on the empowerment of primary caregivers, support networks and family quality of life (Martínez-Rico et al., 2022). Intervention models have been based on the implementation of evidence-based practices (recommended practices, Division for Early Childhood, 2014) and intervention in natural settings (McWilliam, 2010). Inclusion of all children must start from an early age (UNESCO, 2020), fostering social participation (Paseka and Schwab, 2020) and ensuring equal opportunities and lifelong learning for all (Meyer et al., 2016; Guralnick, 2023). Education has the great objective, assumed-pointed out by the United Nations, to be inclusive, equitable and of quality from the beginning of life (United Nations, Agenda 2030, SDG 4). [...]