Comprehensive School-Family Development Strategy to Strengthen Inclusive Environments for Vulnerable Children in Early Childhood Education

Abstract

The objective of this research was to design a comprehensive school–family development strategy aimed at progressively strengthening inclusive environments for vulnerable children in early childhood, based on the specific characteristics of the Dominican educational context. Subsequently, a diagnostic stage was carried out in early childhood education centers through surveys with teachers and interviews with families, revealing isolated practices, limited family participation, and a lack of institutional protocols. Based on these findings, a strategy was developed comprising four phases: diagnosis, planning, implementation, and evaluation. This strategy integrated training sessions, collaborative activities, and institutional guidelines. It was positively evaluated by special education experts in a focus group, who endorsed its relevance, feasibility, and pedagogical coherence. The results following its implementation showed improvements in family engagement, inclusive practices, and the strengthening of relationships among educational stakeholders. The study concludes that effective school–family articulation is essential to building inclusive environments from early childhood, and the proposed strategy can be adapted and replicated in similar contexts.