Intervenções no contexto escolar sobre famílias de estudantes com deficiência: análise de teses e dissertações

Abstract

The study focuses on actions developed with family members and/or school professionals on the subject of families of students with disabilities, in order to contribute to the process of school inclusion. In view of this, the following guiding question was asked: how are interventions whose central theme is the family of students with disabilities planned, developed and evaluated? The study had the objectives: a) surveying scientific production focused on the development and evaluation of interventions on the subject of families of students with disabilities; b) characterizing the planning, development and evaluation of the interventions carried out; c) describing the results achieved by the interventions developed. In order to achieve the proposed objectives, a bibliographical research was carried out, with a quantitative and qualitative approach. As data sources, studies conducted within the scope of national Postgraduate programs were surveyed, available in the Digital Bank of Theses and Dissertations of the Brazilian Institute of Information in Science and Technology (IBICT). To survey the studies, two search keys were used: family AND “school inclusion”; family AND “special education”. The period from 2008 to 2023 was used as the time frame. The following eligibility criteria were adopted: a) not involving documentary and/or bibliographic research as the main method; b) involving the offer of an intervention with the theme of families of students with disabilities; c) having been developed in the school context. The studies selected as data sources were read in full and analyzed based on two dimensions: characterization and analysis of interventions aimed at family members and/or teachers. The main results achieved showed that investing in teacher training on the relationship with families of students with disabilities is essential for the process of school inclusion. The interventions analyzed not only trained teachers to better meet the needs of children with disabilities, but also strengthened the partnership between school and family, promoting a more welcoming, collaborative, and effective school environment for all. In addition, the interventions also contributed to providing participating family members with information and emotional support, which promoted empowerment and also contributed to the relationship between family and school. It is concluded that the results obtained can support the planning and implementation of interventions aimed at strengthening the relationship between family members of students with disabilities and the school.