Experience of family members of children with disabilities in the process of school inclusion in the regular public education system: a case study

Abstract

Introduction: To respect human diversity and meet different educational needs, the schooling process requires dialogue and shared efforts between educators, families, and students. Objective: This study aims to analyze how family members of children with disabilities enrolled in the regular public education system of the municipality of São Paulo understand the impact of schooling on their everyday lives. Method: A descriptive case study was conducted. Four mothers of children with disabilities enrolled in the 1st cycle of elementary school were interviewed. After the intentional selection of the first participant, the others were identified using the Snowball Sampling method. Data were collected through semi-structured interviews and analyzed using thematic content analysis. Results: Four thematic cores were identified: 1) the relationship between family and school; 2) the school and the process of school inclusion for students with disabilities; 3) the impact of schooling on the everyday lives of students with disabilities and their families; 4) the role of the mother and support networks in the schooling of children with disabilities. The mothers reported difficulties in their relationship with the schools. They noticed that the schools implemented actions that hindered the participation of students with disabilities. They relied on the support of other mothers of children with disabilities to ensure their children’s right to education. Aside from improvements in socialization, no significant impacts of schooling on family life were observed. Conclusion: It is necessary to rethink the role of schools in the construction of a transformative education for all. The occupational therapist can act as a facilitator in this process.