ANALYSIS OF THE ROLE OF THE FAMILY IN THE PROCESS OF SCHOOL INCLUSION OF STUDENTS WITH DISABILITIES Edson Guimarães dos Santos Filho, Marcia Regina Silva do Vale, Raphaela dos Santos Gonçalves, Camilla Santos Lima

Abstract

In short, the contemporary family was marked by its diversity, flexibility and ability to adapt to social transformations. Family structures varied considerably, allowing their members greater autonomy in making decisions and configuring their arrangements. Furthermore, schools played an increasingly crucial role in interacting with families, particularly with regard to supporting children with special needs. This research aimed to investigate the role of the family in the process of school inclusion of students with disabilities, without disregarding the contemporary context in which we were inserted. The objective was to deepen understanding of how families, regardless of their configurations, were involved in this process. Planning inclusion and specialized educational assistance was a responsibility shared between the school and the family, ensuring the necessary support for the student's movement and stay at the school unit, whether during regular class hours or in additional activities. The research was conducted through interviews with families of students who received Specialized Educational Assistance in municipal schools in Santos, participants in the Institutional Teaching Initiation Scholarship Program, linked to the Degree in Special Education at Universidade Santa Cecília. The results of this research highlighted the importance of collaboration between Special Education professionals and families in the academic and autonomous development of the included students.