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O processo de transição para a vida pós-escolar de alunos com necessidades educativas especiais
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Esta investigação teve como tema o Processo de Transição para a Vida Pós-Escolar de Alunos com Necessidades Educativas Especiais que frequentaram três Escolas da rede pública, do Terceiro Ciclo e do Ensino Secundário, do Concelho de Rio Maior, Distrito de Santarém, no Ano Lectivo 2010/2011.
O trabalho foi estruturado em duas partes distintas e complementares, na primeira, o Enquadramento Teórico, realizámos uma revisão da literatura referente à temática em estudo que constituiu a fundamentação da Investigação. Na segunda parte aplicou-se a técnica de recolha de dados com questionário para todos os elementos que constituíam o grupo de estudo: Alunos com Necessidades Educativas Especiais e Plano Individual de Transição, Professores de Educação Especial, Directores de Escola/Agrupamento, Encarregados de Educação e Responsáveis das Instituições/Empresas onde os Alunos realizaram as suas experiências laborais. Visámos alcançar o principal objectivo do presente trabalho, analisar o Processo de Transição para a Vida Pós-Escolar dos Alunos com Necessidades Educativas Especiais das Escolas deste Concelho, com base na perspectiva da Escola, da Família e da Comunidade, com o intuito de contribuir para determinar os factores indispensáveis ao desenvolvimento de um adequado Processo de Transição para a Vida Pós-Escolar.
Os resultados revelaram que, apesar das muitas dificuldades que existem no Processo de Transição para a Vida Pós-Escolar e da Legislação vigente ser insuficiente, são inúmeros os benefícios das actividades desenvolvidas nos estágios laborais para os jovens com Necessidades Educativas Especiais. O desenvolvimento de competências, proporcionado por estes estágios, cria expectativas positivas em relação ao futuro destes jovens, no campo pessoal e profissional, avocando a possibilidade de prosseguimento de estudos ou exercício de uma actividade laboral. Concluímos que os Planos Individuais de Transição, contando com a participação activa e responsável da Escola, da Família, da Comunidade e do Estado, podem contribuir, significativamente, para a formação e encaminhamento profissional destes jovens e a sua empregabilidade, ou seja, para a Vida Pós-Escolar, Activa, Autónoma e Inclusiva.
The main theme of this research is the Transition Process to Life After-School Students with Special Educational Needs that attended three State Schools, of Basic and Secondary Education, in Rio Maior, Santarém, during the school year 2010/2011. The work was structured into two different and complementary parts. On the first one, the Theoretical Framework, we did a revision of the literature related to the theme in study that was the basis of the Research. On the second part we applied the technique of collecting data with questionnaires to all the participants in the study group: Students with Special Educational Needs and Individual Transition Plans, Special Education Teachers, School Headmasters, Parents/Tutors and the Institutions/Companies where the Pupils carried out their training experiences. The main goal of this research work was to analyze the Transition Process to Life After-School Students with Special Educational Needs attending Schools in Rio Maior, according to the perspective views of The School, The Family and the Community, with the purpose of establishing the crucial factors of the development of the suitable Transition Process to Life After-School. In spite of the many difficulties that subsist in the Transition Process to Life After-School and the insufficient Current Legislation, the results showed that the benefits of the activities developed in training courses to young people with Special Educational Needs are enormous. The development of skills, provided by these training courses, create positive expectations in relation to the future of these youngsters, both personally and professionally, raising the possibility of continuing studying or starting a work activity. We came to the conclusion that the Individual Transition Plans, counting on with the active and responsible involvement of School, Family, Community and the Government, may contribute, in a significant way, to the education and professional guidance of these young people and their employability, that is to say, to a Life After-School, Active, Autonomous and Inclusive.
The main theme of this research is the Transition Process to Life After-School Students with Special Educational Needs that attended three State Schools, of Basic and Secondary Education, in Rio Maior, Santarém, during the school year 2010/2011. The work was structured into two different and complementary parts. On the first one, the Theoretical Framework, we did a revision of the literature related to the theme in study that was the basis of the Research. On the second part we applied the technique of collecting data with questionnaires to all the participants in the study group: Students with Special Educational Needs and Individual Transition Plans, Special Education Teachers, School Headmasters, Parents/Tutors and the Institutions/Companies where the Pupils carried out their training experiences. The main goal of this research work was to analyze the Transition Process to Life After-School Students with Special Educational Needs attending Schools in Rio Maior, according to the perspective views of The School, The Family and the Community, with the purpose of establishing the crucial factors of the development of the suitable Transition Process to Life After-School. In spite of the many difficulties that subsist in the Transition Process to Life After-School and the insufficient Current Legislation, the results showed that the benefits of the activities developed in training courses to young people with Special Educational Needs are enormous. The development of skills, provided by these training courses, create positive expectations in relation to the future of these youngsters, both personally and professionally, raising the possibility of continuing studying or starting a work activity. We came to the conclusion that the Individual Transition Plans, counting on with the active and responsible involvement of School, Family, Community and the Government, may contribute, in a significant way, to the education and professional guidance of these young people and their employability, that is to say, to a Life After-School, Active, Autonomous and Inclusive.
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Inclusão Currículos Funcionais Currículo Específico Individual Plano Individual de Transição Transição para a Vida Pós-Escolar Inclusion Functional Curriculums Specific Individual Curriculum Individual Transition Plan Transition to Life After-School