From the integrative paradigm to inclusion: ICT and blended learning in early childhood education

Abstract

The article analyzed the importance of inclusive education as an essential process for ensuring educational equity and quality, in line with UNESCO's Incheon Declaration (2015). It argued that inclusion went beyond the integrative paradigm by recognizing student diversity as a value rather than a deficiency.
Development
An intervention plan was presented for the Santa Ana Institute, based on the application of Universal Design for Learning (UDL). This approach allowed for the planning of pedagogical experiences that took into account the heterogeneity of the student body, favoring the reduction of barriers and the creation of flexible learning environments. International experiences were reviewed, especially in Colombia, which demonstrated the effectiveness of UDL in early childhood education. Likewise, the incorporation of Information and Communication Technologies (ICT) was proposed as a support for applying the principles of UDL, providing multiple forms of representation, expression, and involvement. The use of blended learning as a teacher training strategy was highlighted, combining face-to-face and virtual learning, which made it possible to reconcile work and continuing education.
Conclusion
The study concluded that inclusive education should be assumed as a right and an institutional challenge. The DUA, accompanied by ICT and blended learning, was presented as an ideal way to transform teaching and guarantee learning opportunities for all students, in line with current national and international policies.