Prima infanzia e disabilità visiva: le percezioni dei futuri educatori sulla progettazione inclusiva.

National and international guidelines emphasise the importance of inclusive design in early childhood education services, identifying the ICF-CY as a reference framework for structuring environments and activities that promote the well-being of all children and respond effectively to the needs of each child, especially those with specific functionalities. Starting from these premises, this study aims to investigate the perceptions of future educators regarding the design of educational activities in early childhood contexts where children with visual impairments are present, assuming that the subjective representation of disability influences educational practice in terms of methodological and design choices. The survey involved administering a qualitative-quantitative questionnaire to a group of students enrolled in the degree course in Education Sciences at the University of Salerno in order to identify a correspondence between the responses provided by the sample and the indicators in the “Activity and Participation” section of the ICF-CY. The aim is to outline a specific core set of indicators that can serve as a useful tool to guide the planning activities of future educators in early childhood contexts involving children with visual impairments.