The present research shows how to achieve the preparation for schooling, by taking as a starting point, the empowering construction perspective between teachers and family members. It demonstrates the orientation of families' to attain the conditions for their special needs children, associated to intellectual disability, to enter nursery. This study proposes a system of workshops, through which families have a protagonic role and offer their experiences while teachers take advantage of this context to potentiate the learning process of basic elements and the affective environment that guarantee the successful acquisition of new contents at school.
|Number of pages
|International Journal of Early Childhood Special Education
|Published - 2020