Family Participation in the Inclusive Education of Students with Functional Diversity: Systematic Review

Abstract

Justification: Family participation is an essential component of inclusive education, as it facilitates the coordination of support among the home, school, and community, particularly in contexts involving disability and special educational needs. Objective: To analyze the available evidence on forms of family participation, the main barriers limiting family involvement, associated outcomes, and strategies aimed at strengthening collaboration between families and educational institutions. Methodology: A systematized integrative review of a closed documentary corpus was conducted using eligibility criteria and a selection process adapted from the PRISMA 2020 guidelines. Of the 40 records initially identified, 20 duplicates or redundant records were removed. Subsequently, 20 full-text publications were assessed, and 17 sources were included: six empirical studies, four systematic reviews, and seven theoretical-documentary studies or applied syntheses. Results: The findings showed that family participation ranges from receiving information and attending meetings to shared decision-making, support planning, and interprofessional collaboration. The main barriers identified were lack of time, socioeconomic constraints, one-way communication, and organizational weaknesses. Positive associations were identified with learning, sense of belonging, and continuity of support. Conclusion: Family participation promotes inclusive education but requires overcoming barriers and advancing toward relationships of shared responsibility between families and schools.