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espanolSe investigo la relacion entre familias con hijo con Sindrome de Down (SD) y la escuela (F-E) desde la perspectiva de familias y docentes de escuelas publicas en una ciudad del estado de Minas Gerais en Brasil. Fueron utilizados dos instrumentos para obtener informacion: entrevistas semiestructuradas y checklist para la caracterizacion de la rutina compartida y relacion entre F-E. Para los progenitores la relacion F-E se da en la estructura padresestudiante mientras que para las profesoras la relacion F-E se produce mediante la estructura padres-profesores. Sin embargo, en los datos obtenidos en las entrevistas los progenitores senalan la relacion F-E como fundamental para favorecer el desarrollo de habilidades de sus hijos con SD. Las profesoras consideran importante la relacion F-E porque favorece el proceso de escolarizacion de ninos con SD o Discapacidad Intelectual y anaden otros desafios de constituir una escuela con enfoque inclusivo EnglishThis 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.

Relación familia-escuela y síndrome de Down: perspectivas de padres y profesores