Inklusio prozesuen printzipiotik hezkuntza igarobideak eraldatzen

Abstract

The objective of the presented research work is to understand and transform the educational transition processes in a public school in Gipuzkoa. The research was conducted through participatory action research, and despite varying levels of participation among stakeholders, participants included children, families, and all teachers that were involved in educational transitions. The results encompass the initial cycle of this process: shared reflection on the evaluation of the educational transitions, design of the action plan, implementation, and evaluation. Despite the challenges of implementing various actions due to the pandemic, it is observed that, overall, the action plans have brought positive experiences for children, families, and teachers. However, various aspects have been identified to improve the transformative process of educational processes, emphasizing the need for teacher care, the importance of bringing diverse voices and perspectives into the working group, and the necessity to enhance coordination and communication, among others.