Challenges of inclusive education in Latin America: The Early Childhood Education perspective

Abstract

This article reflects on educational actions supported by education laws. Methodologically, it was developed using a qualitative approach within the interpretative paradigm. The design was defined as fieldwork, and it was based on grounded theory with the support of the Atlas ti tool for the findings. It is concluded that the challenges of educational inclusion in Latin America imply that teachers play a leading and motivating role in designing strategies adapted to the students, thus guaranteeing equity and freedom within the governmental framework.