Inclusive educational spaces

Abstract

Both statistical evidence and everyday experience highlight the growing diversity within the general population, a reality that is clearly reflected in the various components of the school environment. In previous research—“School Adaptation in Early Childhood Education of Adopted Children”  (Labuiga, I., 2011) and “Family Diversity in Early Childhood Education” (Labuiga, I., 2021)—we observed that both families and students exhibit increasing diversity. Through qualitative interviews, we gathered valuable insights from members of the educational community, including teaching staff, families, school management, dining hall personnel, and students themselves. The findings led us to conclusions that informed a series of recommendations aimed at enhancing educational practice. These proposals addressed both pedagogical work within the classroom and the roles and participation of families in school life. We approached these studies from a qualitative research perspective, grounded in inclusive and intercultural educational frameworks. Indeed, diverse family structures are inherently linked to a diverse student body. However, inclusion does not imply providing the same for everyone, but rather responding to individual needs appropriately. Beyond classroom instruction, schools consist of other essential everyday spaces that also contribute significantly to the educational experience. These include elements such as furniture, the school dining area, the playground, hallways, and the school entrance—spaces which we now propose to examine through the lens of inclusive education.