Family-school relationship and Down syndrome: perspectives of parents and teachers

• Autores: Pereira-Silva, Nara Liana, de Souza Rabelo, Vanessa Célia, Fuentes Mejía, Cristina
• Formato: artículo
• Fecha de Publicación: 2018
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: Revistas - Pontificia Universidad Católica del Perú
• Lenguaje: español
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/20020
• Enlace del recurso: http://revistas.pucp.edu.pe/index.php/psicologia/article/view/20020
• Nivel de acceso: acceso abierto
• Materia: family-school relationship; intellectual disability; Down Syndrome; developmental psychology; inclusion; relación familia-escuela; discapacidad intelectual; síndrome de Down; psicología del desarrollo; inclusión; relation famille-école; déficience intellectuelle; le syndrome de Down; psychologie du développement

This research explores the relationship between families with a son having Down syndrome (DS) and the school (F-S) from the point of view of the families and public school teachers in a city of Minas Gerais, Brazil. Two instruments were used: semi-structured interviews and a Checklist to characterize the daily shared routine and the relationship between F-S. For parents, the F-S link is evidenced in the parents-students relationship, while for teachers the F-S link is evidence in the parents-teachers relationship. In the interviews, parents indicate that the F-S relationship is fundamental to foster the development of skills for their children. Meanwhile, teachers consider the F-S relationship significant because it favors the schooling process for children with DS or intellectual disabilities, also adding challenges to establish schools with an inclusive approach.