The role of the family and institutions in the educational processes to special students

Abstract

The special education theme is increasingly relevant, due to the challenges and dilemmas it poses, both in terms of public policies and in terms of everyday educational practices. Thus, the objective was to analyze the role of the family and of institutions, both inclusive and exclusive, in the educational process of students with special needs. A search was performed for original articles published between 2011 and 2021 in the Science Direct and Web of Sciense databases, with the descriptors “Education, Special AND Family”; “Education, Special AND Mainstreaming”. As a result of the 18 selected articles, it was found that educational institutions have the role of providing specialized/trained teachers, monitoring and evaluating students, pedagogical management of diversity, physical structure and equipment/technology; as well as support for the family so that they work together to provide full attention to the student. Families, on the other hand, need to accept the diagnosis, seek psychological, social and economic support from Organs competent bodies, in addition to helping with school activities. Despite the possibility of inclusive education, exclusive special education institutions will continue to be an important foundation for various types of specialties, especially in cases where students do not benefit, in their development, when included in regular inclusive schools and which demand by multiple and continuous supports. It is concluded that it is very important to strengthen social bonds, that is, mutual support between family and school, with public policies that provide subsidies to institutions and families, thus guaranteeing quality education for special students, whether in exclusive or inclusive education.