Promote the intercultural inclusion of migrant families of children with disabilities in early childhood education services

Abstract

The paper proposes a reflection on the main difficulties that the migrant family with a child with disabilities is facing. Starting from the critical analysis of the literature on the subject and from the results of the interviews that took place with some migrant families, the contribution intends to reflect on the relational and planning strategies useful for promoting, within early childhood education services, truly inclusive educational processes capable of encouraging the active participation of families and children who experiment this double belonging: culture of origin and disability. The objective is to raise awareness and guide educators and teachers in the preparation of inclusive practices that know how to jointly consider double membership.