Relação família e escola no processo de ensino e aprendizagem na educação inclusiva

Abstract

The relationship between family and school is of great relevance for the social and cognitive development of the child. With children who have special educational needs it is no different, their learning and development lacks a participatory relationship between family and school. Inclusive education implies educational care for all students who are part of the school environment, without any form of discrimination. Therefore, the development of individuals increasingly requires quality and equal educational opportunities. The present research aimed to analyze the contribution of the family in the context of inclusive teaching and learning. As for the methodology, it is bibliographic research, with a qualitative approach, as for the purpose, it is exploatory research with a documentary survey in order to gather organized and already published references that deal with the theme. Inclusive education offers hope to families seeking answers and assistance about their children with disabilities' educational future, but the lack of clarity about what inclusive education entails means that parents also have concerns that need to be addressed. Inclusion is a process of continuous global struggle, still in the process of expansion. School and family together can develop actions to improve this condition by strengthening the bonds of this relationship. Therefore, it is concluded that the partnerships built between the entire school community, family and society can contribute to the development of inclusive actions for all who are part of the school, with the student being the central actor in the teaching and learning process.