Our research project is about the relationship between family and school. Specifically, its objective is to locate, identify, describe, interpret, value and make visible “good practices” about family-school relationship of Special Educational Needs Students in public and ordinary school.

We think is important to value those experiences, with the purpose of using them as models that other families and school can learn from.

The final destination that we hope with this work is to be able to transfer to the Educational Community, to the Administration and, particularly, to mothers, fathers and teachers, a systematic description of the characteristics of the relationships between families and the school that act as facilitators of learning and school integration of their children and students. The purpose, therefore, is to learn from what is done well so that, based on this contrasted knowledge, we can improve relations between the family and the school in general.

Our research project follow a qualitative method of education research. It´s a descriptive and interpretative research and we do a multi-case study. Our population Galician´s public and ordinary school. And our focus groups are A Coruña´s public and ordinary school. To result of our research we have selected a list of index about how have to been the relationship between family and school of special educational needs students. For that, we have done in-depth semi-structured interviewer to different highly qualified about education (education inspectors, education consultant and special needs consultant) and family´s managers. In totally, we have done seventeen different interviewer during September and October in 2017. In this interviewer we have done two principal question. In the first moment, we ask to highly qualified index about family-school relationship´s good practices, in the case of the special educative needs students. In the second moment, we ask to specific examples. The result of application the interviewer and show a list of index about how have to been the relationship between family and school of special educational needs students. The result show that a lot of variabilities influence the relationship between family and school. In this paper, we show a work systematic creating a group of index in different big categories. As a result, we define eight categories: 1. Adaptation period: support educative 2. Headship team 3. Guidance Department 4. Professors 5. Human Recurs 6. Family-School Relationship 7. Other external services 8. School

In conclusion, family-school relationship´s good practices are influence by a lot of variabilities but it´s important put focus in eight analytics categories. However, all highly qualified and family´s manager say that it´s important the role of the school and the role of headship team. School must be open to the education community and headship team must pass on inclusion as the main challenge and objective of the school. Our expected is to be able to transfer to the Educational Community a description of the characteristics of this categories to get a family-school relationship good, that act as facilitators of learning and school inclusion of their children and students.

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