Introduction:
Inclusive Education (IE) implies a political, cultural, social and pedagogical change. Its main objective is to defend the right of all students to learn together, creating a school and a society that promotes fair, equitable and humane policies, involving families, teachers, students and community members.
The family's participation is fundamental in this process. Participating means taking part and joining an organization that brings together more than one person. But it also means sharing something. In the school context, family participation can be defined as a multidirectional interaction and communication.
This study aims to explore teachers’ perceptions regarding the participation of families in IE and the use of technologies to promote participation. We intend, specifically, to conceptualize IE and participation, deepen the knowledge about the level of participation of families in IE, in Primary Education, and understand the barriers and benefits of this participation. In addition, we aim to analyze the strategies teachers use regarding the encouragement of the participation of families in this process.

Methodology:
This qualitative research used semi-structured interviews to collect data. Participants were ten Primary Education teachers including four teachers of Special Education. The interviews took place between March and April 2024 and were carried out individually through the Zoom platform. The interviews were recorded and transcribed in full.
The questions of the interviews focused on the participation of families in IE, covering the following dimensions: understanding of IE, concepts of participation, barriers/challenges, benefits, incentives to participation, and the use of technology as a facilitator.
The data were encoded and analyzed using the WebQda software to ensure the robustness of the results.

Results:
Teachers show understanding of the concept of IE and participation and recognize the benefits of the participation of families in school activities and projects. Teachers perceive a great difference when the participation of families occurs: there is a higher interaction, due to a greater active communication, in addition to a significant improvement in children's learning. Teachers also consider technology as an essential tool in this process, especially for active communication with families.
However, many teachers identify several barriers and challenges that hinder greater participation, among them lack of family time, school management issues, and sometimes a lack of understanding or awareness about the importance of their involvement. The study highlights the need for teachers to work collaboratively with families, and with school management to encourage families to be more active, and frequent in schools, and promote and create positive experiences for families and children.

Conclusions:
Family participation in IE is a multifaceted issue that requires a collaborative approach. By addressing the barriers and leveraging the benefits, schools can create a more inclusive and supportive environment for all students. Technology, flexible participation opportunities, and continuous professional development for teachers are key strategies that can enhance family involvement and contribute to the overall success of inclusive education

Keywords: Inclusive Education, Inclusion, Family Participation, Teachers.