THE ROLE OF THE FAMILY IN THE PSYCHOPEDAGOGICAL PROCESS OF CHILDREN WITH LEARNING DISORDERS

Abstract

This study analyzes the role of the family in the psychopedagogical process of children with learning disorders. The research problem consists of understanding how family involvement can influence the outcomes of psychopedagogical interventions, either positively or negatively. This issue is relevant due to the increasing number of learning disorder diagnoses and the recognition that family participation is a decisive factor in the child’s academic and emotional development. The main objective of this study is to investigate how family engagement contributes to the effectiveness of psychopedagogical strategies in supporting children with learning difficulties. To achieve this, the methodological approach was based on a literature review, including books, scientific articles, and academic journals published over the last ten years, retrieved from academic databases such as SciELO, Google Scholar, and CAPES. This objective was supported by a qualitative analysis of the selected content. The results showed that collaboration between professionals and families strengthens the bonds among the involved parties, promotes more welcoming learning environments, and increases adherence to psychopedagogical strategies. Furthermore, it was found that guiding caregivers, through empathetic listening and valuing each family’s uniqueness, significantly enhances the success of the therapeutic process. Future studies are encouraged to explore practical applications and investigate the direct impact of family-professional cooperation on children’s academic paths.