Achondroplasia: Contributions to the Educational Inclusion of Children

Abstract

Research work of a qualitative epistemological nature, with a documentary design that aims to recognise the pedagogical contributions derived from the interdisciplinary understanding of achondroplasia as an object of study in early childhood education, given that the equivocal perspectives on this condition represent a limitation to promote inclusive educational scenarios. It is based on open and axial categorisation processes as a technique for organising and analysing the literature. In this sense, significant findings were identified regarding the emergence of pedagogical implications of assertive care for children with achondroplasia involving the family, the inclusive pedagogical stance, the recognition of interdisciplinary theoretical contributions and the impact of social notions. The conclusions present achondroplasia as a key element of educational inclusion based on the transformation of pedagogical practices in early childhood education.