The participation of deaf families in Spanish schools: an exploratory study

The participation of families in educational centers is essential for their correct functioning and for a comprehensive development of pupils. Dialogue between the family and the school becomes a key element to achieve educational co-responsibility. In the case of deaf families, the use of a non-mainstream language can generate barriers which condition that participation. This study represents an approach to the reality experienced by these families in terms of educational participation, analyzing the form and degree of involvement they achieve and the difficulties they face. For this purpose, a quantitative, non-experimental, cross-sectional, and exploratory research was carried out, where a questionnaire, previously adapted to sign language and validated by members of the deaf community, was administered. The results obtained allow us to affirm that deaf families know and have sufficient information about schools and educational agents, the processes of participation and the academic development of their children; however, the degree of involvement in extracurricular activities which involve social interaction with their hearing peers is minimal. It seems, therefore, that communication barriers are reproduced in the educational context and limit the full participation of deaf people.