<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162025000118450</article-id>
<article-id pub-id-type="doi">10.17227/rce.num94-18450</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelo de participación Familiar en la respuesta educativa al alumnado con discapacidad auditiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Family Participation Model in the Educational Response to Students with Hearing Disabilities]]></article-title>
<article-title xml:lang="pt"><![CDATA[Modelo de participação familiar na resposta educativa aos alunos com deficiência auditiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz-Iglesias]]></surname>
<given-names><![CDATA[Esther]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urrutxi]]></surname>
<given-names><![CDATA[Leire Darretxe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amundarain]]></surname>
<given-names><![CDATA[Monihe Gezuraga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[Idoia Legorburu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<numero>94</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162025000118450&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162025000118450&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162025000118450&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La literatura científica ha demostrado que la implicación de la familia resulta clave en el desarrollo integral de sus hijos e hijas. El presente trabajo de investigación, que se enmarca en un proyecto más amplio sobre la mejora de la competencia lecto-escritora en el desarrollo integral del alumnado con discapacidad auditiva, pretende comprender cómo es el modelo de participación familiar de estas familias en la respuesta educativa. Se ha empleado una metodología cualitativa comunicativa centrada en el estudio de casos, lo cual permitió desarrollar el estudio en base a 8 niñas y niños con discapacidad auditiva que estaban cursando la etapa de Educación Primaria. Los instrumentos de recogida de información utilizados fueron las entrevistas tanto a familias, como a profesionales de los centros educativos y logopedas de los gabinetes donde el alumnado recibía sesiones de refuerzo en lecto-escritura, además de llevar a cabo dos reuniones con un consejo asesor creado ad hoc para la investigación. Basándonos en el modelo de Epstein (2001), la modalidad de participación familiar que proponen los centros educativos a estas familias es la modalidad de aprendizaje en el hogar; el contexto familiar es un elemento que se presenta como facilitador u obstaculizador del desarrollo integral del alumnado con discapacidad auditiva; la coordinación entre todos los profesionales que participan en la investigación y la familia es fundamental para el desarrollo integral del alumnado con discapacidad auditiva. La investigación sobre la implicación de las familias con discapacidad auditiva permitirá avanzar en una mejor respuesta al alumnado desde una perspectiva de corresponsabilidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Scientific literature has shown that family involvement is crucial for the holistic development of their children. This study, which is part of a broader project on improving literacy skills in the holistic development of students with hearing disabilities, aims to understand the family participation modelin the educational response for these students. A qualitative communicative methodology centred on case studies was employed, allowing the study to be carried out with 8 children with hearing disabilities who were attending Primary Education. The data collection instruments used included interviews with families, educational professionals, and speech therapists from the centers where the students received literacy reinforcement sessions, as well as two meetings with an ad hoc advisory council created for the research. Based on Epstein's model (2001), the modality of family participation proposed by the educational centres for these families is the learning at home modality. The family context emerges as a facilitator or barrier to the holistic development of students with hearing disabilities. Coordination among all professionals involved in the research and the family is fundamental for the holistic development of students with hearing disabilities. Research on the involvement of families with hearing disabilities will contribute to a better educational response for students from a co-responsibility perspective.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A literatura científica demonstrou que o envolvimento da família é fundamental no desenvolvimento integral de seus filhos e filhas. Este estudo, que se insere num projeto mais amplo sobre a melhoria das competências de leitura e escrita no desenvolvimento global dos alunos com deficiência auditiva, visa compreender o modelo de participação familiar dessas famílias na resposta educativa. Foi utilizada uma metodologia comunicativa qualitativa centrada no estudo de caso, que permitiu o desenvolvimento do estudo com base em 8 crinaças com deficiência auditiva que frequentavam o ciclo do Ensino Fundamental. Os instrumentos de coleta de informações utilizados foram entrevistas com famílias, profissionais das escolas e fonoaudiólogos dos centros onde os alunos recebiam sessões de reforço em leitura e escrita, além de realizar duas reuniões com um conselho consultivo criado ad hoc para a pesquisa. Com base no modelo de Epstein (2001), o tipo de participação familiar proposto pelas escolas para essas famílias é a modalidade de aprendizagem em casa. O contexto familiar surge como um elemento facilitador ou dificultador do desenvolvimento integral dos alunos com deficiência auditiva. A coordenação entre todos os profissionais envolvidos na pesquisa e a família é fundamental para o desenvolvimento integral dos alunos com deficiência auditiva. A pesquisa sobre o envolvimento das famílias com deficiência auditiva permitirá avançar para uma melhor resposta aos alunos sob uma perspectiva de corresponsabilidade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[sordera]]></kwd>
<kwd lng="es"><![CDATA[participación de los padres]]></kwd>
<kwd lng="es"><![CDATA[profesor]]></kwd>
<kwd lng="es"><![CDATA[intervención]]></kwd>
<kwd lng="es"><![CDATA[enseñanza primaria]]></kwd>
<kwd lng="en"><![CDATA[deafness]]></kwd>
<kwd lng="en"><![CDATA[parental involvement]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[intervention]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="pt"><![CDATA[surdez]]></kwd>
<kwd lng="pt"><![CDATA[participação dos pais]]></kwd>
<kwd lng="pt"><![CDATA[professor / professora]]></kwd>
<kwd lng="pt"><![CDATA[intervenção]]></kwd>
<kwd lng="pt"><![CDATA[ensino primário]]></kwd>
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</article-meta>
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