INCLUSION OF STUDENTS WITH ACHONDROPLASIA IN THE EARLY CHILDHOOD EDUCATION SYSTEM: A SYSTEMATIC REVIEW

Inclusión de los alumnos con acondroplasia en el aula de Educación Infantil. Revisión Sistemática

Abstract

            The inclusion of people with achondroplasia has become a widespread educational policy worldwide, but the inclusion of these students is often underestimated and overlooked. Therefore, this study aimed to comprehensively summarise the available literature related to the procedure used to include students with achondroplasia in the Early Childhood Education system. The evidence search was conducted using the following keywords: "child education" and "Achondroplasia". For inclusion, articles had to be published until December 2022 and available in Web of Science, Scopus and Pubmed as the most commonly used databases. They were included or excluded based on specific established criteria to select suitable manuscripts. After an in-depth analysis, the systematic review finally included seven manuscripts. The results agreed on the fundamental role of inclusion processes of children with achondroplasia in Early Childhood Education classrooms. For this, different adaptations must respond to the diversity of potentialities and needs of each student, increasing participation in learning processes and the educational community. Some adaptations in the school environment included classroom chairs (e.g., size, steps), benches to reach tables, canteens, bathrooms, and washbasins. Also, early intervention professionals in the classroom could better comprehend development limitations awareness, independence skills development, and self-esteem improvements.