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Producción Científica, Esta investigación tiene como objetivo analizar el modo en que una docente de Educación Infantil pone en práctica su modelo pedagógico desde la perspectiva de un modelo inclusivo de gestión escolar. Dentro de las pretensiones de la docente se encuentra la de conseguir la inclusión plena y eficaz de una alumna inmigrante con discapacidad auditiva y visual. Los datos surgen de las entrevistas realizadas con la maestra, en los que se aprecian los factores que afectan a las relaciones entre el profesorado, los que afectan el desarrollo de la identidad profesional y las implicaciones que tiene tratar de ofrecer una adecuada respuesta pedagógica e innovadora a todo el alumnado. En el estudio se muestran, por una parte, los factores de lucha y la dificultad de la profesión, que tornan la pasión pedagógica en cierta duda y, por otra, los factores de éxito, que transforman ese desánimo en esperanza y ganas de seguir aprendiendo de la profesión., Aquesta investigació té com a objectiu analitzar la manera com una docent d’educació infantil posa en pràctica el seu model pedagògic des de la perspectiva d’un model inclusiu de gestió escolar. Dins de les pretensions de la docent hi ha la d’aconseguir la plena i eficaç inclusió d’una alumna immigrant amb discapacitat auditiva i visual. Les dades sorgeixen de les entrevistes realitzades amb la mestra, en les quals s’aprecien els factors que afecten les relacions entre el professorat, els que afecten el desenvolupament de la identitat professional i les implicacions que té el fet de tractar d’oferir una resposta pedagògica adient i innovadora a tot l’alumnat. S’hi pot veure, d’una banda, els factors de lluita i la dificultat de la professió, que fan sorgir un cert dubte en la passió pedagògica, i, d’altra banda, els factors d’èxit, que transformen aquest desànim en esperança i ganes de continuar aprenent de la professió., This research examines how an early childhood education teacher puts into practice her teaching model from the perspective of an inclusive model of school management. Among other aims, the teacher seeks to achieve the complete and effective inclusion of a visually and hearing impaired immigrant student. Data are drawn from interviews with the teacher, revealing the factors that affect relationships among teachers and the development of a professional identity, as well as the implications of using an innovative and adequate methodology that involves all students. The research unveils the struggles and difficulties inherent in a profession that turn a passion for teaching into incertitude. Eventually, success transforms discouragement into hope and a desire to continue learning through professional practice.

Producción Científica, Esta investigación tiene como objetivo analizar el modo en que una docente de Educación Infantil pone en práctica su modelo pedagógico desde la perspectiva de un modelo inclusivo de gestión escolar. Dentro de las pretensiones de la docente se encuentra la de conseguir la inclusión plena y eficaz de una alumna inmigrante con discapacidad auditiva y visual. Los datos surgen de las entrevistas realizadas con la maestra, en los que se aprecian los factores que afectan a las relaciones entre el profesorado, los que afectan el desarrollo de la identidad profesional y las implicaciones que tiene tratar de ofrecer una adecuada respuesta pedagógica e innovadora a todo el alumnado. En el estudio se muestran, por una parte, los factores de lucha y la dificultad de la profesión, que tornan la pasión pedagógica en cierta duda y, por otra, los factores de éxito, que transforman ese desánimo en esperanza y ganas de seguir aprendiendo de la profesión., Aquesta investigació té com a objectiu analitzar la manera com una docent d’educació infantil posa en pràctica el seu model pedagògic des de la perspectiva d’un model inclusiu de gestió escolar. Dins de les pretensions de la docent hi ha la d’aconseguir la plena i eficaç inclusió d’una alumna immigrant amb discapacitat auditiva i visual. Les dades sorgeixen de les entrevistes realitzades amb la mestra, en les quals s’aprecien els factors que afecten les relacions entre el professorat, els que afecten el desenvolupament de la identitat professional i les implicacions que té el fet de tractar d’oferir una resposta pedagògica adient i innovadora a tot l’alumnat. S’hi pot veure, d’una banda, els factors de lluita i la dificultat de la professió, que fan sorgir un cert dubte en la passió pedagògica, i, d’altra banda, els factors d’èxit, que transformen aquest desànim en esperança i ganes de continuar aprenent de la professió., This research examines how an early childhood education teacher puts into practice her teaching model from the perspective of an inclusive model of school management. Among other aims, the teacher seeks to achieve the complete and effective inclusion of a visually and hearing impaired immigrant student. Data are drawn from interviews with the teacher, revealing the factors that affect relationships among teachers and the development of a professional identity, as well as the implications of using an innovative and adequate methodology that involves all students. The research unveils the struggles and difficulties inherent in a profession that turn a passion for teaching into incertitude. Eventually, success transforms discouragement into hope and a desire to continue learning through professional practice.

Producción Científica, Esta investigación tiene como objetivo analizar el modo en que una docente de Educación Infantil pone en práctica su modelo pedagógico desde la perspectiva de un modelo inclusivo de gestión escolar. Dentro de las pretensiones de la docente se encuentra la de conseguir la inclusión plena y eficaz de una alumna inmigrante con discapacidad auditiva y visual. Los datos surgen de las entrevistas realizadas con la maestra, en los que se aprecian los factores que afectan a las relaciones entre el profesorado, los que afectan el desarrollo de la identidad profesional y las implicaciones que tiene tratar de ofrecer una adecuada respuesta pedagógica e innovadora a todo el alumnado. En el estudio se muestran, por una parte, los factores de lucha y la dificultad de la profesión, que tornan la pasión pedagógica en cierta duda y, por otra, los factores de éxito, que transforman ese desánimo en esperanza y ganas de seguir aprendiendo de la profesión., Aquesta investigació té com a objectiu analitzar la manera com una docent d’educació infantil posa en pràctica el seu model pedagògic des de la perspectiva d’un model inclusiu de gestió escolar. Dins de les pretensions de la docent hi ha la d’aconseguir la plena i eficaç inclusió d’una alumna immigrant amb discapacitat auditiva i visual. Les dades sorgeixen de les entrevistes realitzades amb la mestra, en les quals s’aprecien els factors que afecten les relacions entre el professorat, els que afecten el desenvolupament de la identitat professional i les implicacions que té el fet de tractar d’oferir una resposta pedagògica adient i innovadora a tot l’alumnat. S’hi pot veure, d’una banda, els factors de lluita i la dificultat de la professió, que fan sorgir un cert dubte en la passió pedagògica, i, d’altra banda, els factors d’èxit, que transformen aquest desànim en esperança i ganes de continuar aprenent de la professió., This research examines how an early childhood education teacher puts into practice her teaching model from the perspective of an inclusive model of school management. Among other aims, the teacher seeks to achieve the complete and effective inclusion of a visually and hearing impaired immigrant student. Data are drawn from interviews with the teacher, revealing the factors that affect relationships among teachers and the development of a professional identity, as well as the implications of using an innovative and adequate methodology that involves all students. The research unveils the struggles and difficulties inherent in a profession that turn a passion for teaching into incertitude. Eventually, success transforms discouragement into hope and a desire to continue learning through professional practice.

The inclusion of participation rights in the 1989 United Nations Convention on the Rights of the Child (UN CRC) promotes the right, independent of age, for all citizens to actively ex- press their opinion and take part in decisions regarding all aspects of their lives. The UN Committee on the Rights of the Child (UNComRC), the Council of Europe’s strategy for Building a Europe for and with Children, as well as their 2012 Recommendation on the Participation of Children and Young People Under the Age of 18 underline the importance of the right and have developed guidance on how to encourage and empower children to participate. For many children in European societies there is a growing pool of opportunities not only to take part in education, health care, entertainment, sports and culture, but also to become actors who influence such settings at strategic as well as interpersonal levels (Davey, Burke, and Shaw 2010). The extent of child and youth participation varies between countries and according to social and minority status, not all having equal chances to participate (Lundy and Stalford 2013; Lansdown 2011). According to the Youth Report 2012 (European Union 2012) data, youth who are most likely to not participate in any organizational form come from Cyprus (67%), Lithuania and Hungary (both 63%), followed by Romania (60%) (EC - DG Education and Culture 2013, 10; ECORYS 2015). Children from low social economic status families and ethnic minorities, especially Roma, have a much lower level of participation. Al- though progress has been made in some countries, Roma and Traveller children and youth are mostly overlooked, due not only to their age, but also to their social economic status and ethnic prejudices (Schuurman 2012; Sykora 2012). In countries like Romania, Bulgaria and Lithuania, many Roma children cumulate social disadvantages, such as growing up in poverty, in social and spatial marginalized areas, with limited access to good quality education, barriers t

The inclusion of participation rights in the 1989 United Nations Convention on the Rights of the Child (UN CRC) promotes the right, independent of age, for all citizens to actively ex- press their opinion and take part in decisions regarding all aspects of their lives. The UN Committee on the Rights of the Child (UNComRC), the Council of Europe’s strategy for Building a Europe for and with Children, as well as their 2012 Recommendation on the Participation of Children and Young People Under the Age of 18 underline the importance of the right and have developed guidance on how to encourage and empower children to participate. For many children in European societies there is a growing pool of opportunities not only to take part in education, health care, entertainment, sports and culture, but also to become actors who influence such settings at strategic as well as interpersonal levels (Davey, Burke, and Shaw 2010). The extent of child and youth participation varies between countries and according to social and minority status, not all having equal chances to participate (Lundy and Stalford 2013; Lansdown 2011). According to the Youth Report 2012 (European Union 2012) data, youth who are most likely to not participate in any organizational form come from Cyprus (67%), Lithuania and Hungary (both 63%), followed by Romania (60%) (EC - DG Education and Culture 2013, 10; ECORYS 2015). Children from low social economic status families and ethnic minorities, especially Roma, have a much lower level of participation. Al- though progress has been made in some countries, Roma and Traveller children and youth are mostly overlooked, due not only to their age, but also to their social economic status and ethnic prejudices (Schuurman 2012; Sykora 2012). In countries like Romania, Bulgaria and Lithuania, many Roma children cumulate social disadvantages, such as growing up in poverty, in social and spatial marginalized areas, with limited access to good quality education, barriers t

The inclusion of participation rights in the 1989 United Nations Convention on the Rights of the Child (UN CRC) promotes the right, independent of age, for all citizens to actively ex- press their opinion and take part in decisions regarding all aspects of their lives. The UN Committee on the Rights of the Child (UNComRC), the Council of Europe’s strategy for Building a Europe for and with Children, as well as their 2012 Recommendation on the Participation of Children and Young People Under the Age of 18 underline the importance of the right and have developed guidance on how to encourage and empower children to participate. For many children in European societies there is a growing pool of opportunities not only to take part in education, health care, entertainment, sports and culture, but also to become actors who influence such settings at strategic as well as interpersonal levels (Davey, Burke, and Shaw 2010). The extent of child and youth participation varies between countries and according to social and minority status, not all having equal chances to participate (Lundy and Stalford 2013; Lansdown 2011). According to the Youth Report 2012 (European Union 2012) data, youth who are most likely to not participate in any organizational form come from Cyprus (67%), Lithuania and Hungary (both 63%), followed by Romania (60%) (EC - DG Education and Culture 2013, 10; ECORYS 2015). Children from low social economic status families and ethnic minorities, especially Roma, have a much lower level of participation. Al- though progress has been made in some countries, Roma and Traveller children and youth are mostly overlooked, due not only to their age, but also to their social economic status and ethnic prejudices (Schuurman 2012; Sykora 2012). In countries like Romania, Bulgaria and Lithuania, many Roma children cumulate social disadvantages, such as growing up in poverty, in social and spatial marginalized areas, with limited access to good quality education, barriers t

The inclusion of participation rights in the 1989 United Nations Convention on the Rights of the Child (UN CRC) promotes the right, independent of age, for all citizens to actively ex- press their opinion and take part in decisions regarding all aspects of their lives. The UN Committee on the Rights of the Child (UNComRC), the Council of Europe’s strategy for Building a Europe for and with Children, as well as their 2012 Recommendation on the Participation of Children and Young People Under the Age of 18 underline the importance of the right and have developed guidance on how to encourage and empower children to participate. For many children in European societies there is a growing pool of opportunities not only to take part in education, health care, entertainment, sports and culture, but also to become actors who influence such settings at strategic as well as interpersonal levels (Davey, Burke, and Shaw 2010). The extent of child and youth participation varies between countries and according to social and minority status, not all having equal chances to participate (Lundy and Stalford 2013; Lansdown 2011). According to the Youth Report 2012 (European Union 2012) data, youth who are most likely to not participate in any organizational form come from Cyprus (67%), Lithuania and Hungary (both 63%), followed by Romania (60%) (EC - DG Education and Culture 2013, 10; ECORYS 2015). Children from low social economic status families and ethnic minorities, especially Roma, have a much lower level of participation. Al- though progress has been made in some countries, Roma and Traveller children and youth are mostly overlooked, due not only to their age, but also to their social economic status and ethnic prejudices (Schuurman 2012; Sykora 2012). In countries like Romania, Bulgaria and Lithuania, many Roma children cumulate social disadvantages, such as growing up in poverty, in social and spatial marginalized areas, with limited access to good quality education, barriers t