Percepciones docentes sobre la implicación en las rutinas escolares de niños de 4 a 7 años con discapacidad, dificultades de desarrollo y/o situación de riesgo a partir de una intervención basada en el Modelo Centrado en Entornos Naturales y en Rutinas

Abstract

This research is based on an intervention which involved working with 8 families, whose children are in the age range of 4 to 7 years, included in the educational system with disabilities and/or at risk of developmental delay. The purpose of this work is to compare changes in the perceptions of teachers on the involvement of children from 4 to 7 years with disabilities and/or at-risk of developmental delay in the school routines, based on a Natural Environment and Routines-based Intervention Model.