Abstract: Reflect on the evolution of the special education primordial for the understanding of the behavior of the society before the children with ID. This public suffers much discrimination until the present day and their families suffer when noticing that their loved one tends to stay the edge of the society. The law establishes that it is a right of all, making these children are included in society, and the school has a social function of receiving and inclusion, creating the strategy for it to even develop cognitively. The union family and school can not be unbalanced, as they will give the necessary support for a child to evolve. As children with ID in general, have additional and more common disorders are hyperactivity and attention deficit. Given the difficulty of attracting public attention to what is inherent in education we decided to reflect on the relevance of the contributions of concrete materials to the cognitive development of an apprentice with intellectual disability, as well as to relate an important one of the interference of the ESA teacher, the help of the support trainee and the work carried out in the high school and regular classroom, bringing some subsidies to teachers and parents of children with ID as to their usefulness, so that a significant learning of formal knowledge. he use of the concrete material assists in the development of the thinking of children with ID, awakening the logical reasoning in problem solving, creativity, writing, the construction of investigative strategies giving shape and meaning to what is being studied. It is through these contacts with physical and social means that the student builds his learning. To this end, we chose to do an exploratory research with a qualitative approach, with emphasis on a case study of a student with ID enrolled in a School of Patos-PB Municipal Network. The content of the research was constructed through the application of questionnaires to the technical staff and (coordinator, trainee, management, regular teacher, ESA teacher), as well as an interview with her mother. Research has shown that the pedagogical approach is effective when all involved in the process come together for this purpose, because just as the school community needs help in dealing with children with ID, so does parents, and it is in this union that inclusion happens. And in the perspective of investigating and understanding the importance of family – school interaction, affectivity in the teaching learning process, and in what way the use of concrete materials can intercede in cognitive development, given that they enable students to become more interested, mediators in the mother-student-teacherknowledge relationship at the moment when a knowledge is being processed and becoming meaningful for the learner.

Keywords: Intellectual disability, concrete material, family-school, learning.