Headteachers' perceptions on the application of inclusive Special Education practices in Early Childhood Education in Peru & Finland

Abstract

Inclusion is a topic that has been evolving as the years go by, which has been controlled through different tactics or methods. In this context, it's worth noting the important role schools have, particularly that of headteachers, as they have a direct influence on guiding teachers, families, and students. It is because they are the ones in charge of activating and promoting communication in their community by building an accepting culture. Considering the earlier mentioned, this research aims to understand the various viewpoints they hold concerning the application of inclusive techniques inside schools. Namely, this is the main reason why a qualitative study was chosen, which began by interviewing 6 public school headteachers, 3 from Peru and 3 from Finland. Following a thorough examination of the data using thematic analysis, the outcomes indicate that the definitions of an inclusive space are heterogeneous, varying from area accessibility to materials utilised. Similarly, it was observed that societal emotional requirements had a significant impact on the concept of inclusion. It was also revealed that headteachers faced the challenge of finding tools to inspire community motivation, which aligns with statements indicating that needs extended beyond material aspects and that addressing interpersonal relationships was asked from the headteacher by the community. Taking into consideration the findings, it is essential to think that a headteacher's view on inclusivity needs to be comprehensive and that it doesn't solely revolve around pinpointing specific actions related to the handling of materialistic factors.