In the Brazilian context, research on the special educational needs focuses on the
study of the difficulties and possibilities for inclusion of these students in regular
classes of instruction, emphasizing the processes of teaching and learning. Few
studies, in Brazil, see the family as the object of analysis, while not questioning its
importance in child development. Thus, based on the bioecological model and the
structural systemic theory, admitting to the family as a field of development common
to all members it is necessary to know how it is structured to meet the demands
arising from the special needs of your child and the effects of this dynamic in the
group. From this it was aimed to describe the structure and dynamics of families of
children with special educational needs, in addition to: analyze the interactions and
relationships established within each subsystem (family, parent, sibling) and between
them, and identify the organization family, from the mechanisms of cohesion and
hierarchy in accordance with the structural systemic model. As the search strategy
used the study of multiple cases, two families of children with special educational
needs, a deaf girl, of ten years, and a boy, of twelve years old, with learning
difficulties. The tools and techniques applied were: Roadmap for Semi-Structured
Interview, Inventory of Routine (IR), Systematic Observation, Diary of Field, Family
System Test (FAST) and Genogram. The scores obtained in the FAST were
consistent with the results of IR, demonstrating greater cohesion in parent-child dyad
that the father-child dyad, the two families, and the flexibility of borders in general,
the perception of family was of border rigid, in systems, family, parent and sibling,
and that the distribution of hierarchy was perceived by the parental dyad, in the two
families, as a sign of preference for the sibling subsystem, and domination, for the
parent subsystem, which interfered in the structures relational perceived by
members. In assessing the sibling subsystem, the lack of power, represented by
parents and representation by the children of this variable resulted in differences of
perception in the group. Therefore, this study has, through the identification of
relations and perceptions of members of families, to understand its dynamics and
influence of, in developmental trajectory of children and the group, from, the
demands arising from the diagnosis and strategies peculiar to each family to address
the special needs of their children. Realizes that the family, the school's main partner
in education, must be seen as a relational system whose strategies are fundamental
for the child to have stimulated their skills and, thus, overcome their difficulties.
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