Inclusão escolar de alunos com síndrome de Down, famílias e professoras: uma análise bioecológica

Abstract

To investigate the involvement between family with son with Down Syndrome (DS) and inclusive school, four families were visited and the parents replied: demographic questionnaire, interviews, inventory and checklist. Four teachers were also interviewed and replied the checklist. The families results showed that there is share in the care of their child with Down syndrome, the parents had few parenting skills, but favorable attitudes to inclusive education. The teachers reported that inclusion is an important process, but do not perceive themselves as active agents in this process. In general, the family-school involvement, according to the mothers, occurs predominantly in parents- students dimension, according to the categories of guidance, participation and evaluation, both in academic and non- academic areas. According to the teachers, this involvement occurs in several dimensions including parents, students, teachers, school administration, especially in mentoring, both in academic and non- academic areas. The results corroborate literature, reaffirming the importance of involvement of everybody to obtain satisfactory results with the student with DS.