Sistematización de trabajos de investigación acerca de la influencia del proceso de aceptación de los familiares frente al proceso de desarrollo biopsicosocial del hijo(a) con discapacidad en los últimos catorce años.

Abstract

In practice as teachers in training, it is common to observe flaws in family work in the face of the pedagogical process of people with disabilities, the need to link this nucleus to the school context becoming increasingly noticeable, since it is responsible for recognizing in the first instance stable foundations for the integral formation of the subject. It is common to find in the classroom, teachers who limit their work to the development of academic skills that require the necessary needs and supports that students need in their context to have a full development of their abilities without differentiation between their plans as stipulated by Gregory and Chapman (2002), therefore the training processes are affected by the disengagement of these two environments resulting in disadvantages for the potentialization of their capabilities. It is clear that the process of acceptance of the family is important to acquire a full environment for the well-being of each of the people who make it up, family tranquility and the quality of life depends on the support provided to face and accept what that you have a person with a disability, recognize the changes that must be made in everyday life and in each of them living in this way in order to guarantee a process of inclusion in all their controls. Sorrentino (1990). From the previous statement, the need arises eleven to inquire about the importance of this nucleus for the person with disabilities, determined in the following question: Does the process of acceptance in the family influence the biopsychosocial development of the child with disabilities? Which will be experienced from this work.