Family and school: agents of inclusion in the face of barriers to learning and participation

Abstract

Topic: The following article addresses the participation of the family and the school as an agent of inclusion in the face of barriers to learning and participation of people with intellectual disabilities.

Objective: To analyze the role of the family and the school as agents of educational inclusion, identifying strategies that contribute to overcoming barriers to learning and participation of people with intellectual disabilities.

Methodology: This study is framed in a qualitative approach of an interpretative descriptive type and corresponds to a narrative review of the literature, since it seeks to integrate theoretical contributions and previous experiences to build a comprehensive vision of educational inclusion. The search for information was carried out using Boolean equations in academic databases (Scielo, Dialnet, Redalyc), prioritizing articles published between 2013 and 2025.

Conclusions: Educational inclusion requires the joint action of families and schools as fundamental agents in overcoming the learning and participation barriers faced by students with intellectual disabilities. Families contribute their knowledge of the student's needs, while schools must guarantee equitable environments and ongoing teacher training. Collaborative strategies, such as joint planning and continuous dialogue, are essential for moving towards inclusive education that promotes full participation and respect for diversity.