El libro como recurso didáctico para la atención a la diversidad de ecuación inicial

Abstract

Talking about diversity in childhood brings several hypotheses related to inclusion and its reality within the educational panorama. The regular schools and their teaching staff are questioned if they are really prepared to create, adapt or use resources for diversity and inclusion in a classroom. This paper describes the difference as a virtue, the inclusion as a right, and the attention to diversity as an answer for the educational needs around children due to culture, gender, social classes, learning rates, special educational needs. In this sense, the concept of the children’s book is approached as an educational mediator in which images and text merge together to tell a story. They provide images in order to stimulate their awareness, understanding and acceptance, finally becoming a tool to deal with untreated subjects that characterize the reality in which every child lives. Also, the investigation is subscribed under the research-action methodology, exposing an auto ethnographic view about the power of the image and the word to build messages for the attention to diversity. Therefore, the children's book is proposed specifically as a useful educational resource, motivator and facilitator of learning for children in stories whose protagonists are themselves, developing values, feelings of empathy and connection with the world around them. The objective is to generate a methodology that supports the literary production initiatives of teachers and parents interested in creative writing of children’s books that involves a valuable message to young children. Finally, the results show the richness in the useful, motivating and effective teaching resources in the mission of achieving educational inclusion. This initiative to build inclusive educational resources should not be seen as the last step, but as one more in the process of responding to the problem of individual differences in school education.