Inclusive education: the role and relevance of the family in the educational process of children and adolescents

Abstract

Introduction: This article analyzes the role and relevance of the family in the educational process of children and adolescents within inclusive education in the Sucre Canton, Ecuador. It is based on the premise that socio-educational inclusion represents a fundamental challenge, where family participation is crucial to reducing exclusion and supporting students with special educational needs, especially in contexts with limited specialized infrastructure and insufficient policies. Materials and methods: A quantitative approach and a descriptive-statistical method were used. A seven-question survey was administered to 43 teachers from the Eloy Alfaro Educational Unit, an institution with a special education classroom and a large student population in Bahía de Caráquez. Results: The data reveal that the most valued family functions for educational inclusion are the affective (71.4% considered it "very important") and the educational-social (70.7%). The economic function was perceived as less decisive. It is highlighted that family support in biological, caregiving, cooperative, and recreational aspects is considered fundamental for the student's cognitive and emotional development. Discussion: The findings emphasize that family and school are complementary and irreplaceable pillars. It is confirmed that active family participation improves emotional stability and academic performance, especially given the lack of specialized schools and trained teachers. Conclusions: It is concluded that inclusive education is a right that requires family commitment to be effective. Family participation in the educational process is fundamental for the holistic development of students, overcoming institutional limitations.