Family-school co-responsibility and TEL in Chile: policies, practices and learning

Abstract

Introduction: The article examined the family-school relationship as an axis for early childhood learning, focusing on children with Specific Language Disorder (SLD) in Chile. It framed the analysis in the current policies (General Education Law, DS No. 170 and Exempt Decree No. 83) and described how the pandemic strained the pedagogical continuity, making connectivity and resource gaps visible. The purpose was to characterize family types and parenting styles, and to analyze educational strategies implemented by Special Language Schools and School Integration Programs.
Development: The work described the family as the first socializing agent and detailed its influence on motivation, self-esteem and performance. It conceptualized family diversity and reviewed parenting styles, highlighting their impact on development. She presented TEL as a transitory educational need and summarized guidelines for its evaluation and intervention. He presented specific strategies (speech rate adjustment, gestural supports, emphasis on functional exchanges) and pedagogical strategies (co-teaching, teaching diversification, universal design, discovery learning and motivational strategies). It addressed the role of the PIE in comprehensive assessments and supports, as well as school-family collaboration devices (parent workshops, bidirectional communication channels), especially relevant in online and hybrid modalities during the pandemic.
Conclusions: The study concluded that the family-school alliance, sustained in inclusive frameworks and collaborative practices, proved to be a necessary condition for access, participation and curricular progress of students with TEL. It recommended institutionalizing collaboration plans with shared goals, strengthening teacher and PIE/EEL team training, ensuring resources for connectivity and materials prioritizing vulnerability, and monitoring linguistic development with common indicators. It recognized contextual heterogeneity as a limit and proposed investigating the comparative effectiveness of co-teaching models and the transfer of skills to the home.