Family leadership: driving educational inclusion in Brazil

Perkins Model Programs project in Brazil aims to strengthen the education of students with disabilities in public schools by working alongside local governments, training educators, and promoting inclusive practices. But to have real impact, one essential pillar for this transformation are the families.

Beyond providing technical knowledge and monitoring progress of programs, Perkins creates a welcoming and supportive environment where families from participating schools can become key references within their communities. The idea is simple yet powerful: when families are engaged, inclusion is strengthened. In Brazil’s public schools, inclusion means environments where children with and without disabilities learn together, participating in the same educational and social activities.

Last year, 24 Leader Families from 16 Perkins’ Model Program schools in Brazil have been identified and trained to play an active role in their children’s education and to build support networks in their children’s schools. These families come from diverse social and economic backgrounds, reflecting Brazil’s diversity of population in schools, yet they all share a common goal: ensuring their children have access to quality education and are able to find their place in the world.

Building leadership: the initial challenge

According to Lidiane Jacomini, Perkins’ Family Coordinator in Brazil, the team initially struggled to identify and engage Family Leaders. Many families juggle overwhelming daily responsibilities, lack motivation, or do not fully grasp the importance of their participation. Rather than following a one-size-fits-all approach, the team built this group of leaders by adapting to each family’s unique experiences and challenges.

In 2024, the Family Leaders group was officially consolidated by the Perkins team in Brazil. Since then, concrete actions have demonstrated that active family participation can transform not only their lives but also the reality of their schools and communities.

Families in school decision-making

Some members of Family Leaders have gained representation in school councils and decision-making spaces, influencing pedagogical practices and inclusion policies.

Fabíola Vianna, a mother of three—including two children with visual impairments—is a great example of leadership at the Benjamin Constant Institute (IBC). As president of APAR (Association of Parents, Friends, and Rehabilitation Participants at IBC), she mobilizes educators and families to ensure adequate support for all students.

Being part of the Perkins Family Leaders group is an opportunity to share experiences and strengthen ourselves. We want to show the world that we are not just mothers; we are also experts in our children’s specific needs and agents of change in our communities.”

Fabíola Vianna, Perkins’ Mother Leader

Support networks: transforming communities

Beyond school settings, families have created support networks that strengthen their communities. An example is from Thais Alves, mother of Castiel, a 9-year-old autistic boy, who uses the knowledge gained from the Perkins International Academy course to assist other families, including Bernardo’s, a schoolmate of her son. Thais has become a bridge between the school and other families, fostering dialogue and sharing essential information she has learned.

Being part of the group reignited the strength I needed to keep moving forward. Here, I find support, share experiences, and learn that together, we can transform our realities.”      

Thaís Alves, Mother Leader

These networks not only provide support but also empower families to take on leadership roles both inside and outside school environments.