Estudio sobre implicación de niños con discapacidad en rutinas de aula de Educación Inicial según la escala Stare

Abstract

This paper corresponds to a research on the involvement of children with disabilities in early education classroom routines according to the Casey and McWilliam (2007) Scale for Evaluating Teacher routinely Participation (STARE) scale. This research analyzed the engagement of three girls at risk or with disabilities included in ordinary private schools in the city of Guayaquil. This quantitative exploratory and descriptive level had as general objective to describe the level of engagement of three girls with disability in the different routines from infantile education according to the scale STARE. The study included training for the teachers of the three participating girls about their involvement with adults, peers and materials. After the training, the teachers valued the involvement of the girls in the different routines that take place in the school. As a result, it was evidenced that the girls present a greater involvement and complexity level in the arrival routines and greeting or assembly, taking into account that there’s no involvement differences comparing the routines together.