Resumo

BORGES, Laura  e  CIA, Fabiana. Intervention with preschool professionals: conceptions about families of students targeted by special education. Educ. Teoria Prática [online]. 2022, vol.32, n.65, e03. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v32.n.65.s15749.

This study sought to identify changes in the views of preschool professionals regarding the characteristics of families of children who are the target-audience of special education, as well as in the behaviors that contribute to children’s development after participating in an intervention program. The intervention consisted of a ten-session course applied to seven professionals twice a week in the University premises. Data were collected by means of the focus group before and after discussions and reflections on the theme, submitted to content analysis, and categorized. The results indicate that the intervention promoted changes in participants’ views, which were more oriented towards positive aspects and without resorting to stigmatized concepts, adopting less of a blaming attitude towards the families – important obstacles for the establishment of a productive and favorable relationship for the student’s inclusion. Continuous training programs are valid tools to favoring inclusiveness, promoting the deconstruction of stigmatized concepts that often hamper a beneficial relationship between the family and the school.

Palavras-chave : Special education; Family-school relationship; Teacher training; Child education.

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