The family and the school are thrusters bases to the development of student, both of them need to recognize this to help the schooling of student. This article discusses the importance of the two institutions, having as research problem to verify which the implications of family in the learning student process. Therefore, the main objective of this article is to understand the influence of family participation in the learning process of students with learning disabilities and the specific objectives are: To identify the level reception of school with the student with learning disabilities and to compare the result of the participation of the family in the school in the development of the learning. The methodology used in this research was the case study of two students (A and B) with learning disabilities in the 3rd grade of elementary school, from a state school located in the neighborhood of Guamá in Belém-Pará. A theoretical study was developed to an better analyze the problem faced by the research subjects. The descriptive-analytical results show the situation of the students taking into account the family and educational contexts. In comparisons between students A and B, their difficulties in writing and comprehension of texts were noted by observations and analyzes of their activities, and even in their interpersonal behaviors. The student who received the most attention from the family and the specialized attendance showed better performance and motivation to solve their learning difficulties, unlike the student who depended only on classroom tasks and the attention of the school's Specialized Educational Attendance. He was unmotivated and often absent from the school environment. We consider that the more family participation and the attendance of specialized professionals, the greater the student's interest and better development in their learning. Therefore, it is understood that this research is of great relevance for further studies and for my academic and professional education.
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