Participación en los centros educativos de las familias de alumnado con NEAEclave para la inclusión educativa

Resumo

In the current situation, with events during the Covid 19 pandemic, The need for families and schools to work in a more united and coordinated way so that girls and girls have access to training and that it helps them in their integral development has become more apparent. For this joint work to cease to be a necessity and be part of the daily life of schools, it must be recognized that the fact that families participate in the life of schools brings improvement, both for students and for the school itself. Added to this, we are in a continuous process of trying to make inclusion in classrooms effective and real. Educational policies set guidelines that assume that if properly implemented, inclusion will be total. In order to know if it is really being achieved and to what extent the inclusion of students with Specific Needs of Educational Support is given, it is necessary to analyze how the families of said students participate and perceive the educational center attended by their son or daughter. There are different theories about the family-school relationship. The present work makes a tour of them in order to know, analyze and expose the model that will be assumed. This model of family-school participation is collected by Hernández-Prados et al. (2017) in an information collection tool called the Assessment of the Involvement of Families in the Education of Children questionnaire, from which seven dimensions are observed. The general objective of this study was to analyze the participation of families with children/children diagnosed with Specific Educational Support Needs in their school education in the context of the Region of Murcia. The research has a non-experimental quantitative design. The methodology used has been descriptive, since the main objective is the description of facts and characteristics of a population, with 3385 participating families selected through random sampling. Some of the conclusions that have been reached after the research are: that families participate mostly individually, and in some activities that are carried out in the school, highlights their participation mainly in parties, cultural activities and fund-raising commissions for the classroom; most of the families who have participated are not and have not been representatives of the families of their children’s class, but they know what the School Board is, what their functions are and what election process is followed, but they are not prepared to stand as representatives in the elections; families put their trust in educational work by supporting teachers' decisions, recommending the school to which their children go and expressing their satisfaction; In addition, the families that have participated in the study consider that the training helps the families to be involved in the education of their sons or daughters and if this training is offered by the center it helps in the family-school relationship.