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Educação: Teoria e Prática

versión On-line ISSN 1981-8106


BORGES, Laura; GUALDA, Danielli Silva  y  CIA, Fabiana. The Family and School Relationship and Special Education: Teacher's Opinion. Educ. Teoria Prática [online]. 2015, vol.25, n.48, pp.168-185. ISSN 1981-8106.

The relationship between school and the family of the special education target group's children is pointed out as beneficial to the schooling process in the regular classes. Considering the positive contribution of the partnership between parents and school agents to the children's development and learning in the early childhood environment, since this is the first educational stage of them. The aim of this study was to describe the relationship between the family of preschool children's that are special education target group and their school, according to their teacher's opinion. The participants of this study were 20 female teachers that worked with children determined as special education target group. Data were collected through a questionnaire that evaluated the relationship that teachers established with the family of the special education target group's children, as well as possible strategies that could be undertaken to strengthen their relationship. Most teachers pointed out the socialization as the school's main factor that could help in the child success, besides, according to their opinion the good relationship between family and school happened because of the information exchange and dialog. About the strategies used to communicate with the parents, the meetings and notes were the most quoted. Lastly, nearly half of the teachers pointed out that used to inform the parents about the child's development/learning, to help them in their education. This results shows can guide interventions that can be developed with parents and teachers to make this relationship narrower.

Palabras clave : Family-School Relationship; Special Education; Pre-elementary School.

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