Inclusive education as a dimension of educational quality in early childhood: construction and conceptual analysis of a subscale derived from international instruments

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AudienciaPúblico en generales_ES
CoberturaMéxicoes_ES
Fecha de ingreso2026-10-05T16:32:19Z
Fecha de publicación2026-01-01
ResumenInclusive education is a fundamental principle of contemporary educational systems and an essential component of educational quality in early childhood education. The aim of this study was to identify, integrate, and analyze inclusive education indicators embedded in international educational quality assessment instruments in order to examine their conceptual convergence and assess their potential incorporation as a cross-cutting dimension of educational quality. A documentary, analytical, and instrumental study was conducted based on a previous investigation focused on the development and validation of a hybrid instrument for assessing educational quality. The analysis was carried out using the ECERS-R, ITERS-R, HOME, CLASS, and ISO 9001:2015 frameworks applied to educational settings. The procedure included documentary identification of indicators, thematic coding, and conceptual convergence analysis. The results led to the identification of 28 indicators associated with accessibility, equity, participation, attention to diversity, family-school collaboration, and inclusive institutional management. In addition, three complementary levels of organization of the inclusive education construct were identified: conceptual, operational, and empirical. The indicators were grouped into six categories: physical accessibility and materials, diversity and equity, inclusive interactions, individualized support, family participation, and inclusive institutional management. The chi-square test revealed no significant differences in the distribution of indicators across categories (chi(2) = 1.86, p = .87). It is concluded that inclusive education can be conceptualized and analyzed as a cross-cutting dimension of educational quality in early childhood education.es_ES
Doihttps://doi.org/10.23900/ra.v24i112.907es_ES
URIhttps://riuat.uat.edu.mx/handle/123456789/4163
Idiomaeses_ES
EditorialAPOSTAes_ES
RelaciónAposta-Revista De Ciencias Socialeses_ES
URL relacionadohttps://doi.org/10.23900/ra.v24i112.907es_ES
DerechosAcceso abierto (Metadatos de producción científica)es_ES
Licenciahttp://purl.org/coar/access_right/c_abf2es_ES
FuenteAposta-Revista De Ciencias Sociales
Palabra claveInclusive Educationes_ES
Palabra claveEducational Qualityes_ES
Palabra claveEarly Childhoodes_ES
Palabra claveEducational Assessmentes_ES
Palabra claveInclusiones_ES
Palabra claveEarly Childhood Educationes_ES
TítuloInclusive education as a dimension of educational quality in early childhood: construction and conceptual analysis of a subscale derived from international instrumentses_ES
TipoArtículoes_ES
ArbitradoHa sido Arbitradoes_ES
AutorRamirez, Nali Borrego
AutorLara, Ivonne Sanjuana Pulido
AutorGomez, Daniel Desiderio Borrego
AutorRodriguez, Sylvia Margarita Avila
AutorRamirez, Nali Borregoes_ES
AutorLara, Ivonne Sanjuana Pulidoes_ES
AutorGomez, Daniel Desiderio Borregoes_ES
AutorRodriguez, Sylvia Margarita Avilaes_ES
InstituciónUniversidad Autónoma de Tamaulipas
InstituciónUniversidad Autónoma de Tamaulipases_ES
URL relacionadahttps://doi.org/10.23900/ra.v24i112.907
Tipo de artículoIndexado
Tipo de artículoIndexadoes_ES
Volumen112es_ES

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