EDUCATIONAL INCLUSION AND THE ROLE OF THE FAMILY: COLLABORATION BETWEEN HOME AND SCHOOL FOR ACADEMIC SUCCESS

Abstract

This study addresses the issue of educational inclusion and the role of the family as a co-responsible agent in the educational process of students, with an emphasis on the challenges faced by educational institutions in ensuring effective participation of the family environment. In Ecuador, limitations such as a lack of teacher preparation in the face of academic diversity, and weak connections between school and home persist, hindering inclusive environments. The objective was to examine the relevance and challenges of active family participation in inclusive education, and its impact on students' academic performance. The research adopts a qualitative approach, using a non-experimental design and a descriptive method, based on the analysis of academic literature indexed in databases such as Scopus and Google Scholar. The results demonstrate that active participation of families improves academic performance, self-esteem, and school integration, especially among students in vulnerable situations. It was found that programs such as "Educating in Family," promoted by the Ecuadorian Ministry of Education, strengthen educational co-responsibility and the school-family bond. Obstacles were also identified, such as a lack of time, resources, and training for parents to assume their role within the inclusive model. It is concluded that effective educational inclusion requires a strong, empathetic, and ongoing relationship between teachers and families, taking into account the sociocultural realities of the students. Therefore, it is suggested that ongoing training policies for teachers and strategies that encourage active family participation be implemented to consolidate equitable and diverse educational environments.