El papel de los docentes de educación inicial en la detección temprana de los trastornos del desarrollo

Abstract

Initial education constitutes a privileged environment for attention to diversity and the adults of reference in this environment can offer, both to the general population and to students susceptible to presenting some disorder or risk situation, quality conditions that favor the educational inclusion. The present article aims to reflect on the role of early childhood teachers in the early detection of developmental disorders from the triple perspective of primary, secondary and tertiary prevention. This article was carried out under a documentary approach through a bibliographic review. The results corroborate the existence of three types of primary, secondary and tertiary prevention, these allow to avoid the appearance of disorders. Likewise, it is evident that the training, awareness and commitment of the teaching staff is essential to provide care for children with special educational needs.