A carregar...
Publicação
O processo de transição dos alunos com necessidades educativas especiais para a vida pós-escolar: um estudo de caso no centro de recursos para inclusão do concelho de Guimarães
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.32 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente estudo tem como objectivo caracterizar as respostas proporcionadas
aos alunos com Necessidades Educativas Especiais (NEE) no processo de transição
para a vida adulta que estão a ser implementadas no Centro de Recursos para a
Inclusão (CRI) do concelho de Guimarães e identificar os facilitadores e as barreiras
ao processo de elaboração e implementação dos Planos Individuais de Transição
(PIT).
O processo de transição necessita de ser planeado e trabalhado, na medida em
que o presente e futuro do jovem estão frequentemente condicionados pelo conjunto
de oportunidades a que este pôde aceder. Importa portanto aferir que recursos estão
disponíveis aos alunos com necessidades educativas especiais neste processo,
principalmente numa altura em que a situação financeira do país condiciona
transversalmente, quer o sector educativo, quer o mercado de trabalho.
Tendo em conta a temática e objectivos em estudo, optou-se por um estudo de
natureza qualitativa e carácter exploratório, do tipo estudo de caso. Para a recolha de
dados foram desenvolvidos e utilizados um Questionário de Contextualização da
Instituição em questão e um Guião de Entrevista. A amostra constitui-se por sete dos
profissionais que fazem parte da equipa que participa no processo de elaboração e
implementação dos PIT a cargo do CRI, incluindo a visão de um empregador.
De acordo com os dados recolhidos podemos concluir que se verificam problemas
significativos no processo de transição, na medida em que os entrevistados
identificaram um maior número de barreiras do que facilitadores.
No que concerne aos facilitadores, conclui-se que a parceria entre o CRI e as
escolas representa uma mais-valia para o processo, bem como o trabalho
desenvolvido no sentido de colocar o aluno no centro do processo e de lhe
proporcionar experienciar diferentes áreas vocacionais. Relativamente às barreiras,
destacam-se o insuficiente apoio financeiro do Ministério da Educação ao processo de
transição e a falta de estruturas que apoiem a continuidade do processo no período
pós-escolaridade.
The present study aims to characterize the answers provided to students with special needs in the transition to adulthood that are being implemented in the Resource Centre for Inclusion in the municipality of Guimarães and identify the facilitators and barriers of the development and implementation process of Individual Transition Plans. The transition process needs to be planned and worked, as the present and future of young adults are often constrained by the number of opportunities that they were able to access. Therefore, it’s important to assess what resources are available to students with special needs in this process, especially at a time when the country’s financial constrains conditions, whether the education sector, whether the labor market. Given the study theme and aims we chose a study of qualitative and exploratory nature, case study type. For data collection we developed and used an Institution Contextualization Questionnaire and an Interview Script. The sample consists of seven professionals, part of the team that participates in the elaboration and implementation of transition individual plans followed by the Resource Centre for Inclusion, including an employer’s point of view. According to the collected data we can conclude that significant problems occur in the transition process, as the respondents identified a greater number of barriers than facilitators. Regarding the facilitators, we concluded that the partnership between the Resource Centre for Inclusion and the schools represents an added value to the process, as well as the work being done toward putting the students at the center of the process and giving them experience in different vocational areas. Regarding the barriers, the insufficient financial support from the Ministry of Education for the transition process and the lack of structures to support the continuation of the process in the post-school life were highlighted.
The present study aims to characterize the answers provided to students with special needs in the transition to adulthood that are being implemented in the Resource Centre for Inclusion in the municipality of Guimarães and identify the facilitators and barriers of the development and implementation process of Individual Transition Plans. The transition process needs to be planned and worked, as the present and future of young adults are often constrained by the number of opportunities that they were able to access. Therefore, it’s important to assess what resources are available to students with special needs in this process, especially at a time when the country’s financial constrains conditions, whether the education sector, whether the labor market. Given the study theme and aims we chose a study of qualitative and exploratory nature, case study type. For data collection we developed and used an Institution Contextualization Questionnaire and an Interview Script. The sample consists of seven professionals, part of the team that participates in the elaboration and implementation of transition individual plans followed by the Resource Centre for Inclusion, including an employer’s point of view. According to the collected data we can conclude that significant problems occur in the transition process, as the respondents identified a greater number of barriers than facilitators. Regarding the facilitators, we concluded that the partnership between the Resource Centre for Inclusion and the schools represents an added value to the process, as well as the work being done toward putting the students at the center of the process and giving them experience in different vocational areas. Regarding the barriers, the insufficient financial support from the Ministry of Education for the transition process and the lack of structures to support the continuation of the process in the post-school life were highlighted.
Descrição
Palavras-chave
Processo de Transição Plano Individual de Transição Necessidades Educativas Especiais Centro de Recursos para a Inclusão Transition Process Individual Transition Plan Special Needs Resource Centre for Inclusion