Inclusive Education of Haitian Migrant Children

Abstract

The objective of this article is to know social representations of teachers and technicians of an early childhood institution, about educational inclusion of Haitian migrant children. Through semi-structured interviews, tt is observed a lack of inclusive practices from teachers, technicians and the institution to Haitian children and their families, being the biggest barrier for inclusion, the curricular diversification, teachers’ educational practices and language barriers. In Chile there are public policies that ensure access to the early childhood education system for Haitian migrants, but these policies don’t guarantee quality, participation and inclusion in education. Most of the research on the inclusion processes of Haitian migrant students focuses on basic and secondary education levels, unlike the scarce research on early education. Therefore, it is necessary to analyze the processes of educational inclusion at this educational level.