Abstract

Purpose:The objective of this research article was to analyze the management of groups of parents with children with intellectual disabilities and those models of clinical intervention.Method/design/approach: The methodology used was quantitative, experimental, longitudinal, descriptive and correlational, the method was hypothetical deductive and the sample consisted of 137 parents. The instruments used were a survey to determine the level of knowledge and factors associated with tolerance, affectivity and empathy of parents towards their children, and the SPSS v25 program was used to analyze the information.Results and conclusion: Among the results obtained in phase 1 were a low level of ignorance about forms of care and accompaniment, tolerance difficulties and a negative relationship between the factors related to knowledge about disability. In phase 2, whose result was satisfactory, the levels of knowledge increased and with it the tolerance for the management of school issues between parents and children, and the hypothesis about the problem and the effectiveness of the strategies was corroborated.Research implications: Through the results obtained it was possible to identify the criteria evaluated in the parents about the management of their children with intellectual disabilities in the educational environment, coming to see figures of ignorance on the subject, not knowing how to act in front of their educational needs. In addition to the little tolerance seen at the time of working with them. Originality/value: It is concluded that most parents do not know how to manage their children with disabilities and this study demonstrates the importance of proposing improvement actions to contribute to the families.