Importância da associação entre família e escola na inclusão de alunos com necessidades especiais

Abstract

The aspects that involve bases associated with the inclusion of students in teaching and learning, are directly linked to contexts in the search for human rights, also involving equality and equity in the bases of individuals' cognitive development, as well as the awakening of skills, capabilities and skills associated with inclusion in learning and society. In this sense, the research brings discussions and contributions about how the family can be included in this context, seeking to analyze and understand what possible interventions this link, together with representatives of the school context, can participate in the inclusion of students with special needs. In this study, the bibliographic research technique was used as a means of collecting meanings, being developed through a series of scientific research through articles, monographs, theses and dissertations in the area in question to organize the exposed data. In this sense, it is important to question the sense in which innovative educational public actions and interventions and policies are evident, as well as bases for the training of teachers in the area, who are important professionals and who are constantly exposed to the reality of the classroom, as well as the diverse needs and specificities of students with some type of aspect for Specialized Educational Service. In this reality, the family must be seen as indispensable, emphasizing precisely its participation in the development and school aspects of these students must be paramount, involving monitoring, analyzing and directly intervening on the basis of new realities for these individuals.