Contributions to the study of quality in inclusive pre-school contexts

Abstract

This work aims to describe the quality of regular kindergarten that are attended by children with special educational needs (SEN). It also aims to describe the daily experiences lived by children with SEN. WE resorted to a sample of 23 kindergarten rooms, in Great Oporto area, selecting from each one a child with SEN and another with normal development. The used instruments were: Early childhood environment rating scale – ECERS (Harms & Clifford, 1980); ECERS – Provisions for children with special educational needs; Observing activities in the kindergarten – OAP (Palacios & Lera, 1991). The general quality of the playrooms, while evaluated by ECERS, revealed that minimum working conditions are assured. But there are aspects of inadequate quality with respect to room provisions for children with SEN share the same activities with their peers of normal development, but spend more time on their own and without practicing any activity.

DOI: http://dx.doi.org/10.17575/rpsicol.v17i1.445