FROM KNOWLEDGE TO BELONGING: THE FAMILY’S JOURNEY FROM BIRTH TO INCLUSION IN APAE-AFFILIATED INSTITUTIONS

Abstract

This study addresses the family’s journey from the earliest care related to child development to the child’s inclusion in institutions affiliated with APAE, considering the challenge of integrating care, family participation, and education. The objective was to understand how this journey develops from birth to institutional inclusion. The theoretical foundation encompassed knowledge on early intervention, family-centered care, multidisciplinary practice, and inclusive education. An integrative review with a qualitative, descriptive approach was conducted, including national and international studies and relevant institutional documents. The results indicated that this journey involves identifying the child’s needs, accessing specialized support, involving the family in decision-making, and coordinating with educational settings. The findings also showed that inclusion extends beyond institutional access to encompass participation, relationships, and support. It is concluded that continuity among care, family, and education fosters the child’s sense of belonging and provides a basis for organizing inclusive practices in institutions affiliated with APAE.