Early childhood education and care services have always had a strong vocation for the idea of community and system which has been put to a harsh test by the emergency caused by the pandemic. This contribution aims to return and discuss some preliminary data emerging from an explorative study carried out on the experience of distance education during the lockdown in Italy in the area of services for children from 0 to the age of 6. A sample of 412 teachers, educators and coordinators expressed their opinions on the practices adopted through a questionnaire made up of questions with closed and open answers. The focus of this study in particular is aimed at investigating the topic of special educational needs and of inclusive practices through an analysis of the meanings of key words in the area of special education and teaching for inclusion, and through an in-depth study on the ways of involvement which were also adopted by the families of children with special educational needs.
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