Resumo

PEREIRA-SILVA, Nara Liana; DE SOUZA RABELO, Vanessa Célia  e  FUENTES MEJIA, Cristina. Family-school relationship and Down syndrome: perspectives of parents and teachers. Revista de Psicología [online]. 2018, vol.36, n.2, pp.397-426. ISSN 0254-9247.  http://dx.doi.org/10.18800/psico.201802.001.

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.

Palavras-chave : family-school relationship; intellectual disability; Down Syndrome; developmental psychology; inclusion.

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