THE ROLE OF THE FAMILY IN THE SCHOOL LIFE OF A CHILD WITH DOWN SYNDROME

Abstract

This article analyzes the role of the family in the school life of children with Down syndrome, highlighting its importance in the inclusive education process. Based on inclusive education principles and a qualitative case study conducted in a public school in the Federal District, the research uses interviews and classroom observations. The findings show that family involvement supports curricular adaptations, continuity of pedagogical practices at home, and the development of autonomy, socialization, and academic performance. The study concludes that family-school partnership is essential for successful inclusion.