Resumen

FERREIRA, Ewelyn Pinheiro  y  MEDINA, Giovanna Beatriz Kalva. The use of SIS-C to improve the family-school relationship. Rev. psicopedag. [online]. 2022, vol.39, n.120, pp. 353-367. ISSN 0103-8486.  http://dx.doi.org/10.51207/2179-4057.20220037.

The family and the school are fundamental systems to trigger evolutionary processes, and the success of this relationship is one of the main factors in the development and teaching-learning of students with intellectual disabilities. Thus, the present study seeks to understand whether the use of an instrument to assess the intensity of support for students, the target audience of Special Education, can contribute to the relationship between the family-school of the individual being evaluated. Nine students were selected, aged between 5 and 16 years old, enrolled in a specialized school, and family members (n=9) and professionals (n=11) who live with these students. An instrument was applied to assess the support intensity of students with intellectual disabilities with family members and professionals, and questions were asked to investigate the participants' perception after the evaluation. The results indicate that the experience for the participants was positive and useful, as well as contributing to the approximation of the family-school relationship. By providing a space for family participation, the Escala de Intensidade de Apoio para Crianças (SIS-C) (Support Intensity Scale for Children, in English) reinforces the new conceptualization of intellectual disability from the functional perspective of behavior, repositioning and including the family for the construction of functional curricula, as advocated by the new paradigmatic conceptualization.

Palabras clave : Family-School; Intellectual Disability; Special Education.

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