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Transição para a vida pós-escolar de jovens com necessidades específicas - Um estudo de caso
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Advisor(s)
Abstract(s)
A inclusão social de jovens com NE, após a escolaridade obrigatória, é um
assunto de interesse das sociedades contemporâneas. No contexto de uma cidade do
Alto Alentejo, onde se sentem todas as vicissitudes sociais das comunidades do interior,
construímos este estudo de caso. A motivação advém da consciência e prática reflexiva,
enquanto professora de educação especial, na perspetiva de contribuir para a
valorização da diversidade, a diferença considerada um recurso e um valor para a
educação. Consideramo-la promotora do desenvolvimento profissional e pessoal pois o
ensino é uma atividade de aprendizagem e os professores assumem a responsabilidade
pela sua ao longo da vida.
Na tentativa de atendermos às necessidades destes jovens e das suas famílias,
neste espaço temporal da sua vida, selecionámos cinco famílias.
Identificámos as respostas sociais existentes numa comunidade específica,
selecionando sete representantes das entidades locais, recorrendo à entrevista
semiestruturada para a recolha de dados.
Pensamos contribuir para uma consciencialização coletiva, promotora da
inclusão social pós-escolar, ao nível da participação/realização pessoal dos jovens
adultos com NE.
Pretendemos divulgar os resultados deste estudo e sensibilizar/informar a
comunidade, através da elaboração de um documento orientador (folheto), com
informação útil a esta população.
Os resultados apontam para a valorização da escola inclusiva e para a
confirmação da necessidade de uma boa rede de suporte social, como promotoras do
investimento na adaptação e desenvolvimento do sujeito para a vida na comunidade.
Confirmamos que os conceitos Inclusão e Qualidade de Vida partem do pressuposto
comum, o direito da pessoa com deficiência à igualdade de acesso ao espaço comum,
da vida em comunidade.
Social inclusion of young people with SEN, after compulsory schooling, is a matter of interest to contemporary societies. In the context of a city in Alto Alentejo, where all the social vicissitudes of inland communities are felt, we built this case study. Motivation comes from awareness and reflective practice as a special education teacher, with a view to contributing to the appreciation of diversity, difference considered a resource and a value for education. We consider it a promoter of professional and personal development, as teaching is a learning activity and teachers assume responsibility for its development throughout life. In an attempt to meet the needs of these young people and their families, in this time frame of their lives, we have selected five families. We identified the existing social responses in a specific community, selecting seven representatives of local entities, using semi-structured interviews for data collection. We intend to contribute to a collective awareness, promoting post-school social inclusion, in terms of participation/personal fulfilment of young adults with SEN. We intend to disseminate the results of this study and raise awareness/inform the community, through the preparation of a guiding document (leaflet), with useful information for this population. The results point to the appreciation of the inclusive school and to the confirmation of the need for a good social support network, as promoters of investment in the adaptation and development of the subject for life in the community. We confirm that the concepts Inclusion and Quality of Life are based on the common assumption, the right of people with disabilities to equal access to common space, to life in the community.
Social inclusion of young people with SEN, after compulsory schooling, is a matter of interest to contemporary societies. In the context of a city in Alto Alentejo, where all the social vicissitudes of inland communities are felt, we built this case study. Motivation comes from awareness and reflective practice as a special education teacher, with a view to contributing to the appreciation of diversity, difference considered a resource and a value for education. We consider it a promoter of professional and personal development, as teaching is a learning activity and teachers assume responsibility for its development throughout life. In an attempt to meet the needs of these young people and their families, in this time frame of their lives, we have selected five families. We identified the existing social responses in a specific community, selecting seven representatives of local entities, using semi-structured interviews for data collection. We intend to contribute to a collective awareness, promoting post-school social inclusion, in terms of participation/personal fulfilment of young adults with SEN. We intend to disseminate the results of this study and raise awareness/inform the community, through the preparation of a guiding document (leaflet), with useful information for this population. The results point to the appreciation of the inclusive school and to the confirmation of the need for a good social support network, as promoters of investment in the adaptation and development of the subject for life in the community. We confirm that the concepts Inclusion and Quality of Life are based on the common assumption, the right of people with disabilities to equal access to common space, to life in the community.
Description
Keywords
Escola Inclusiva Redes de Apoio Social Qualidade de Vida Inclusive School Social Support Networks Quality of Life