<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992019000301116</article-id>
<article-id pub-id-type="doi">10.14244/198271992684</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Famílias de crianças com deficiência e escola comum: necessidades dos familiares e construção de parceria]]></article-title>
<article-title xml:lang="en"><![CDATA[Families of children with disabilities and the common school: family needs and partnership construction]]></article-title>
<article-title xml:lang="es"><![CDATA[Familias de niños con deficiencia y escuela común: necesidades de los familiares y construcción de alianzas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Dorca Soares de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Aline Maira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Grande Dourados (UFGD)  ]]></institution>
<addr-line><![CDATA[Dourados MS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Grande Dourados (UFGD) Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>13</volume>
<numero>3</numero>
<fpage>1116</fpage>
<lpage>1134</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992019000301116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992019000301116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992019000301116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O processo de inclusão escolar do aluno com deficiência não pode ser compreendido de forma ampla quando o âmbito familiar é desconsiderado. O objetivo geral do trabalho consistiu em caracterizar as necessidades de familiares de alunos que apresentavam algum tipo de deficiência, em processo de escolarização na rede regular de ensino de Dourados/MS, e refletir sobre possibilidades de aproximação entre escola e família, com base em tal caracterização. Foi desenvolvida pesquisa de levantamento por meio da realização de entrevistas, aplicadas individualmente junto a 59 familiares de alunos com deficiência matriculados em quatro escolas municipais. A necessidade mais evidente manifestada pelos familiares foi a de receber informações. Além disso, poucos familiares relataram poder contar com a colaboração de outros cuidadores fora da família e manifestaram elevado índice de preocupação relacionado ao futuro do filho com deficiência, assim como à saúde do mesmo. Também foi manifestada frustração e ansiedade quando o filho com deficiência não consegue desempenhar as tarefas do cotidiano, assim como problemas conjugais. Por outro lado, o estudo revelou que os familiares apresentam potencialidades, tais como fazer uso de estratégias de adaptação, aceitação e percepções positivas em relação à deficiência. Em sua maioria as famílias demonstraram satisfação com os profissionais da escola e manifestaram o desejo de contribuir para o melhor desenvolvimento de seus filhos. Diante do perfil apresentado, é possível para os profissionais da escola planejar ações que visem suprir tais necessidades, assim como potencializar os pontos fortes já apresentados, caminhando na direção do empoderamento dessas famílias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The process of the school inclusion disabilities students&#8217; cannot be broadly understood when the family is disregarded. The objective of this study was to characterize the needs of relatives of students who presented some kind of disability, in the schooling process of the regular education system in the city of Dourados/MS, and reflect upon rapprochement possibilities of school and family, based on such characterization. Survey research was developed through interviews, applied individually to 59 families of students with disabilities enrolled in four municipal schools. The most evident need expressed by family members was of receiving information. Few relatives affirmed they were able to rely on the contribution of other, non-relative caretakers and revealed high concern related to the future of the child with disabilities, as well as to their health. Frustration and anxiety (and also marital problems) were also revealed when the child with disabilities is not able to perform everyday tasks. On the other hand, the study revealed that family members have potential, such as making use of adaptation strategies, acceptance and positive perceptions regarding the disability. Most of the families have shown that they are satisfied with the school professionals and have expressed a desire to contribute to the better development of their children. With the presented profile, it is possible for school professionals to plan actions aimed at addressing such needs to some extent, as well as to enhance the present strengths, walking towards the empowerment of these families.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El proceso de inclusión escolar del estudiante con discapacidad no puede ser comprendido de forma amplia cuando el ámbito familiar es desconsiderado. El objetivo general del trabajo consistió en caracterizar las necesidades de los familiares de los estudiantes que presentaban algún tipo de discapacidad, en el proceso de escolarización en la red regular de enseñanza de Dourados/MS, así como reflexionar sobre las posibilidades de acercamiento entre la escuela y la familia. Se desarrolló una investigación de la encuesta por medio de la realización de entrevistas, aplicadas individualmente junto a 59 familiares de alumnos con discapacidad matriculados en cuatro escuelas municipales. Con relación a las necesidades, la más evidente manifestada por los familiares fue la de recibir información. Además, pocos familiares relataron poder contar con la colaboración de otros cuidadores fuera de la familia y manifestaron un alto índice de preocupación relacionado al futuro de su hijo con discapacidad, al igual que la salud del mismo. También se manifestó frustración y ansiedad cuando su hijo con discapacidad no logra desempeñar las tareas de lo cotidiano, así como problemas conyugales. Por otro lado, el estudio reveló que los familiares presentan potencialidades, tales como hacer uso de estrategias de adaptación, aceptación y percepciones positivas en relación a la discapacidad. En su mayoría las familias demostraron su satisfacción con los profesionales de la escuela y manifestaron el deseo de contribuir aún mejor desarrollo de sus hijos. Ante el perfil presentado, es posible para los profesionales de la escuela planificar acciones que apunten a suplir tales necesidades, así como potenciar los puntos fuertes ya presentados, caminando hacia el empoderamiento de esas familias.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Família]]></kwd>
<kwd lng="pt"><![CDATA[Relação escola-família]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão educacional]]></kwd>
<kwd lng="en"><![CDATA[Family]]></kwd>
<kwd lng="en"><![CDATA[Family school relationship]]></kwd>
<kwd lng="en"><![CDATA[Educational inclusion]]></kwd>
<kwd lng="es"><![CDATA[Familia]]></kwd>
<kwd lng="es"><![CDATA[Relación escuela-familia]]></kwd>
<kwd lng="es"><![CDATA[Inclusión escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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