This paper addresses the issue of family-school participation in the context of special education in Mexico. It points the implications on the participation that has witnessed an increasingly dominant theoretical conception on families and their adaptation to disabilities. It also analyzes some schools of thought that explain different conceptions of family adaptation of disability and a need to incorporate multifactorial visions. For example, as the theoretical model Double ABCX that facilitates understanding of families in these circumstances and from there promoting family-school participation as part of an inclusive education.

Family-school involvement, Disability, Family adaptation, Multifactorial vision.