Relação escola e família de alunos com deficiência intelectual: o ponto de vista dos familiares

Abstract

Inclusive education is one of the most important issues currently regarding the education, especially the discussion about strategies for a successful deployment. The community elements of the regular schools, which direct or indirectly support the students with disabilities, as teachers, school administrators and other students, are key elements of process. However, it is very relevant the high attention to the families of students with intellectual disabilities. In this context, the objective of the study was to identify and describe the opinions of families about the relationship between school workers and the family of students with intellectual disabilities. The study used a qualitative approach and involved interview conference. The study included 21 families (mothers, fathers and legal guardian) of students with intellectual disabilities in four regular public school of Dourados, Mato Grosso do Sul, Brazil. Participants were divided into four groups with which it was conducted interview conferences. The age of family ranged between 26 and 67 years. The degree of schooling most had not completed elementary school. Most family is married and develops wage employment in industry, trade and construction. Children with educated intellectual disabilities in the early years of elementary school of municipal public has aged between six and 14 years, attending multifunctional resource room (SRM) in the counterpart, there is among them health service users in philanthropic and public. The composition of the number of children indicates families with one or two children who do not receive social benefits. All meetings were recorded and later transcribed. To analyze the transcripts was used as content analysis technique, the categorical analysis. It was possible, through qualitative analysis, identification and description of behaviors indicative of the partnership between school and families of students with intellectual disabilities. Three broad categories were identified: (1) relationship between family and school professionals; (2) relationship between the family and the teacher's lounge; (3) the relationship between the family and the teacher of SRM. Regarding the participation of family members during the research, it is worth noting the paternal presence in meetings. It was expected that the description of the strategies used by family members and school professionals to establish and maintain a partnership with the families of students with intellectual disabilities could direct future actions in schools.