A participação da família no processo de ensino-aprendizagem de alunos com deficiência intelectual

Abstract

This article proposes an in-depth analysis of the active participation of the family in the teaching-learning process of these students, recognizing it as a preponderant factor for the success of inclusion and the promotion of broader pedagogical practices. Our general objective is to analyze and understand the influence of family participation in the teachinglearning process of students with intellectual disabilities with specific objectives:To investigate the barriers and challenges faced by students with intellectual disabilities in the educational context, considering the perspectives of the family and the school; Evaluate the impact of collaboration between families and educators in the implementation of pedagogical strategies adapted to the specific needs of students with intellectual disabilities and provide support for the formulation of guidelines and recommendations that strengthen the partnership between family and school. The methodology adopted follows a bibliographic approach, based on a critical review of the literature on the inclusion of schools.Therefore, it is inferred that the article highlights the need to recognize and value the family as a potentiating agent in inclusive education. The construction of an inclusive education requires collaborative efforts, with the family being a fundamental foundation in this process, contributing to a fairer and more egalitarian society