A inclusão de crianças pequenas na educação infantil: a educação especial na creche

Abstract

This study analyzes the inclusion of young children, from birth to three years old, in early childhood education, with a focus on specialized educational support in Brazilian public daycare centers. Based on a literature review and the collection of empirical data through questionnaires administered to early childhood education professionals, the research investigates the implementation of Law No. 14,880/2024, which establishes the National Policy for Specialized Educational Support for Children from Zero to Three Years Old. The results reveal significant barriers to effective inclusion, such as inadequate infrastructure, a lack of professionals with specific training, the absence of multifunctional resource rooms, and limited coordination with the health and social assistance sectors. Although inclusive practices, such as sensory activities and individualized teaching, are acknowledged, professionals point to the need for ongoing training, especially in areas such as Applied Behavior Analysis (ABA) and Brazilian Sign Language (Libras). The study concludes that consolidating inclusive education in daycare centers requires integrated public policies, structural investments, and the promotion of specialized training for educators. These actions are essential to ensuring the right to education for children with disabilities from early childhood, guaranteeing their full participation, development, and learning in educational environments.