Social representations of early childhood educators about inclusive education in the regular classroom

In this research, what is wanted is to know the social representations of early childhood educators about inclusive education that is relevant in Decree 1421 of 2017, since teachers are the active subjects in the classroom and those who make the elimination of barriers possible. progressively, it should be noted that they do not do it alone but rather collaborative work is carried out with the directors of the institution and the family environment, thus achieving comprehensive educational care both for the boys and girls in the regular classroom and for the boys and girls with disability. 

From the perspectives of early childhood educators, the aim is to understand the difficulties they present in the classroom, what strategies they seek to implement and overcome these difficulties, and what improvements could be to adequately achieve inclusion inside and outside the classroom, where it impacts the whole educational community. 

This research will be developed under a qualitative approach that stands out for presenting different points of view of reality and understanding that the world is social, likewise working with the type of study, hermeneutic phenomenology which is a procedure that leads to the reflection to educational agents regarding their personal experience and professional work through a semi-structured interview where we can demonstrate the different positions of early childhood educators, based on the above, the question arose: What are the social representations of early childhood educators with relation to decree 1421 of the MEN on inclusive education?