Family experiences of students that face learning and participation barriers. Realities facing the scholar discourse on inclusive education

Abstract

The objective of this qualitative research was to analyze the experiences of mothers of elementary school students regarding the care of their children by school personnel as well as by personnel who specialize in dealing with various barriers to learning and participation (BLP), to whom they had resorted to, based on the guidance and requests of the teaching staff of the schools where their children study. A case study was implemented, using semi-structured interviews in which 15 mothers participated. The results show that there are differences, tensions and contradictions between the willingness of schools and teachers to attend to children and adolescents that face BLP, because, while there are cases in which they have sensitivity, information and relevant training, there are also situations in which there is discrimination; although the social development of children and adolescents that face BLP improves with their inclusion in schools, it is necessary to transform the curricular approach so that inclusive education advances. On the part of the specialized care services, there was a shortage of options, excessive costs for studies and consultations, as well as negative attitudes when providing the requested service. There is a need for a closer connection between the school environment and the specialized services one, as well as institutional options that support the care of students with high social and economic vulnerability.