Particularities and barriers in implementing the inclusion mechanism for children with hearing impairments in early childhood education institutions

Abstract

Inclusive early education starts from the idea that every child deserves and has the right to a good start in life. Development at a young age has a decisive significance for the future adult. Development is supported by learning, achieved by living one's own experience, experimentation, reflection, study, etc. The young child needs to be supported in the development of his physical, social, emotional and cognitive skills. The respective support must be provided in the context of respecting the child's rights and knowing his developmental needs. In this sense, inclusive early education is the concept and the educational process that takes into account the particularities and needs of children; their participation in learning, building relationships, etc. The implementation of inclusive education for children with hearing impairments is a complex process that requires adaptations and specific support. Their inclusion in early education institutions involves overcoming barriers related to lack of resources, attitudes of educators and insufficient support from families. These challenges can be combated through coordinated educational policies, allocating the necessary resources and training teachers to adopt inclusive methods.