The family in socio-educational inclusion in students with specific educational support needs (Original)

Abstract

This article analyzes the influence of family involvement on the socio-educational inclusion of students with Special Educational Needs at the Nueva Jerusalén Special and Vocational School, identifying the aspects of family involvement that have the greatest impact on the students’ holistic development. The objective was to analyze how the different dimensions and forms of participation relate to the students' comprehensive development. A mixed methodology is used, with a descriptive approach and a non-experimental cross-sectional design. Methods at the theoretical, empirical, statistical, and mathematical levels, such as analysis-synthesis, induction-deduction, surveys, interviews, observations, and documentary analysis, are employed. The population includes students with SEN, their families, teachers, a counselor, and a psychologist. The results reveal a high appreciation of the impact of family involvement, but with unequal participation across different dimensions. Strengths are identified in communication and support at home, and challenges in participation in school activities and decision-making. Active and meaningful family involvement is crucial for inclusion.