Teaching practice

The overall objective of the research presented in this article is to develop an inclusive environment in Early Childhood Education. The specific objectives are: to elaborate a didactic sequence proposal for the final year of Early Childhood Education, aiming at inclusion; and to analyze the development of this sequence in the students' perceptions of disabilities, comparing the changes before and after the intervention. For this purpose, a class from a Municipal School of Early Childhood Education, with students aged 5 and 6 years, was selected. Initially, during Collective Study Time, the teachers of the selected school participated in training related to inclusion. At the end, a didactic sequence on the theme was elaborated to be worked with the students. Before and after working with this sequence, the students answered a questionnaire related to perceptions of disabilities, whose answers were categorized into: "unknowledge," "fantasy idea," "misinformed information," and "favorable response." There was an increase in favorable responses regarding the students' perception of all disabilities. The relative variation in relation to the initial value of favorable responses is 76.3%, demonstrating a significant increase in knowledge of the inclusive theme. The order of the most favorable to the least favorable responses was related to: Visual, Hearing, Physical, and Intellectual Disabilities.Keywords: Didactic sequence and inclusive environment. Didactic sequences and inclusion. Didactic sequences and early childhood education. Early childhood education and inclusive environment. Early childhood education and perception of disability

Class (philosophy · Early childhood · Early childhood education · Perception · Sequence (biology · Theme (computing · Value (mathematics · Health Education and Validation · Inclusion and Disability in Education and Sport · Music Education and Analysis