THE FAMILY'S RESPONSIBILITY IN THE TEACHING-LEARNING PROCESS OF STUDENTS WITH DISABILITIES IN EARLY CHILDHOOD EDUCATION

Abstract

This research discusses the relevance of family participation in the educational development of children with disabilities in Early Childhood Education, considering the principles of inclusive education and the need for integration between family and school. The study sought to understand the difficulties faced by schools when family support is limited or fragile. As a general objective, the research analyzed the family’s responsibility in monitoring the learning process of children with disabilities in Early Childhood Education. Among the specific objectives, the following stood out: understanding the importance of the partnership between family and school, identifying the challenges faced by caregivers, analyzing factors related to the difficulty in accepting the diagnosis, and discussing strategies to strengthen shared educational responsibility. The research adopted a qualitative approach, with an exploratory and descriptive character, and was developed through a narrative bibliographic review. Books, scientific articles, legislation, and official documents related to school inclusion, Early Childhood Education, and family participation were used. The results demonstrated that family involvement significantly favors children’s development, expanding their possibilities for learning, social interaction, and autonomy. On the other hand, the absence of such support tends to generate pedagogical, emotional, and social difficulties, compromising the effectiveness of school inclusion. Factors related to socioeconomic conditions, lack of information, and the emotional difficulties faced by families regarding the disability diagnosis were also identified. It is concluded that the construction of inclusive education requires permanent dialogue, welcoming attitudes, and joint action among school, family, and society.