Inclusion vs. segregation of students with special educational needs: An approach to family communication (Original)

Abstract

The idea of ​​an inclusive school is now a social necessity, as it guarantees the non-segregation of students despite their differences. This study aims to propose family guidance actions that ensure the inclusion of deaf students in early childhood social, family, and school contexts for the development of communication. To this end, research methods were used that allowed for data collection, analysis, and interpretation, leading to general conclusions on the topic. The proposed actions are contained within a general strategy conceived in stages that reveal a system of sequential and coherent relationships to achieve transformations in families when they communicate with their deaf children from an early age. The most relevant result focuses on a set of pedagogical family guidance actions for communication between families and deaf students, with sufficient evidence demonstrating their feasibility and relevance in educational practice.