Educação Inclusiva : vitórias e percalços de escolas estaduais Inclusivas de Minas Gerais

Abstract

The work presented here addresses the issue of interaction between school and family and also the role of the State in Managing the Teaching and Learning Process of children with special needs. The family, as a space for guiding the individual's identity, must, together with the school, establish a partnership in order to contribute to the integral development of children and adolescents. This link will ultimately ensure the full fulfillment of the school’s social function. The relationship - family and school - provides the student with an emotional and educational balance that will enable advances in their cognitive development and growth in learning. The theme, “Family and School Interaction in the Child's Teaching and Learning Process", has already been addressed and analyzed by articles and research on Special Education. The objective of this article is to analyze the involvement and duties of the family and school, while institutions of paramount importance in the development of students with special needs, highlighting the importance of interaction between family and school in the educational life of disabled children. Keywords: Public policy; inclusive education; Disabled students; Inclusion; deficiency; training; accessibility