Creating Support Networks: Family Well-Being as the Cornerstone of Diversity Support

This article presents a case study of a program aimed at creating support networks among families of students with functional diversity (motor disability, ASD, DLD, intellectual disability, ADHD, CD) with the purpose of expanding their coping resources in the face of the chronic stress they experience, resilience and empowerment. The program was developed in a public school of infant and primary education in the Community of Madrid (Spain). The design of the program is based on the domains of quality of life. The development of the program followed a qualitative case study approach, framed within the critical participatory action research, and was structured in cycles of planning, action, observation and reflection. These cycles included face-to-face sessions with families, participant observation, collaborative dynamics to record what happened and what was expressed in the sessions, and the analysis of materials produced by the families themselves. In the case study, an inductive approach was used to analyze the collected content, guided by Schalock’s family-adapted quality of life model. The results show an increase in family involvement, a perceived improvement in emotional and practical support, and a greater involvement of families in decision-making and community awareness. It is concluded that placing the well-being of families at the center of educational action improves their stress coping skills, resilience and empowerment, strengths that have an impact on community cohesion and the sustainability of their children’s inclusion processes.