Estrategias de colaboración familia-escuela en la atención educativa de niños con necesidades educativas especiales: Revisión sistemática de experiencias y resultados.

Abstract

The objective of this study is to analyze family-school collaboration strategies in the educational support of children with special educational needs. The methodological approach involved a descriptive systematic review. The search encompassed studies published between 2016 and 2025 in scientific databases such as Springer, ProQuest, SciELO, and Taylor & Francis. The results showed that bidirectional and systematic communication between families and education professionals was one of the most common strategies. This was achieved through regular meetings, the exchange of information on student performance, and the creation of spaces for discussion and educational decision-making. Another prominent method is the active participation of families in educational planning and evaluation processes, particularly in the creation and monitoring of Individualized Education Programs (IEPs). Structured intervention options were also found, such as parent support programs, teacher training initiatives focused on working with families, and forms of collaboration between parents and teachers. These measures contributed to strengthening the family-school relationship, improving communication, and helping everyone better understand the students' specific educational needs. Furthermore, it became clear that parent-mediated interventions were used, along with coaching, specific training, and collaborative technological tools. In conclusion, this demonstrates that the best way for families and schools to collaborate is through planned, continuous, and student-centered approaches, considering families as active participants in their education.