Family and school

important bridge in the schooling process of a child with intellectual disability

Abstract

The mutual learning offered by the school to guide the work with intellectual disabilities can have satisfactory results, when articulated/collaborated with the family. These collaborative actions can help in several aspects, among them: acquisition of learning and quality of life. This relationship between school and family not only makes the student develop cognitive skills, but also helps in the subjects' autonomy to interact in society. This research aimed to reflect on the life history of children with intellectual disabilities, starting from the social context from birth to entry into Basic School, identifying their impacts on the schooling process, as well as the contributions of the family in this process. The research was carried out with a guardian of a student with intellectual disability, enrolled in a municipal school in the Recife–PE teaching network, through semi-structured interviews. The results obtained contributed to understand that without the participation of the family in the school, it can cause damage to the student with intellectual disability, implying in him, the non-development of the cognitive process, as well as the social one. Therefore, both the school and the family are of fundamental importance for the student to develop learning, autonomy and quality of life.