| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 14.29 MB | Unknown | |||
| 2.68 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A Educação Inclusiva tem vindo a afirmar-se, de forma progressiva, como uma questão de destaque central no plano dos direitos humanos, estando consignada em diversas declarações e convenções internacionais. A escola está formalmente implicada na adequação do processo de ensino-aprendizagem ao perfil de funcionalidade dos alunos com Necessidades Educativas Especiais (NEE), de entre os quais os que beneficiam da medida educativa Currículo Específico Individual (CEI). Este currículo é complementado, no ensino secundário, com um Plano Individual de Transição (PIT), o qual pressupõe a capacitação destes alunos nas vertentes profissional e social, tal como preconizado na Portaria 201-C/2015, de 10 de julho. A educação de todos os alunos, e sobretudo dos alunos com NEE, não ocorre apenas na e através da escola, pressupondo o envolvimento de toda a comunidade. Tal como mencionado na referida portaria, a escola deve, em articulação com diversos parceiros, criar condições para que os alunos desenvolvam os seus PIT’s. Acontece que, por motivos diversos, os estabelecimentos de educação do concelho da Covilhã, de acordo com a experiência da investigadora como Terapeuta da Fala em diversos contextos, têm enfrentado dificuldades no estabelecimento dessas parcerias. Surgiu, então, no ano letivo de 2013/2014 , a oportunidade da criação de um Núcleo de Apoio que, em articulação com as escolas, as empresas e outras instituições da comunidade local, pudesse agilizar o processo de transição para a vida pós-escolar de jovens com PIT e que constitui o principal objetivo da presente investigação.
Com término no ano letivo de 2016/2017, este estudo caracterizou-se pela utilização de uma metodologia qualitativa através da implementação de um processo de investigação-ação que contemplou a realização de inúmeras ações práticas, consubstanciadas num Programa de Intervenção, junto de diversos atores. Os procedimentos de recolha de dados envolveram a realização de entrevistas semiestruturadas e grupos focais junto de diversos sujeitos considerados como fundamentais no entendimento da problemática em estudo, sendo a análise de conteúdo a técnica selecionada para a análise da informação. A presente investigação contou com a colaboração dos seis professores coordenadores da Educação Especial dos estabelecimentos de educação do concelho da Covilhã, de sete representantes de instituições da comunidade local, de seis representantes do tecido empresarial e de seis alunos com PIT. Todos os alunos apresentavam diagnóstico de Dificuldade Intelectual e Desenvolvimental (DID), a qual tem sido considerada como uma das problemáticas que enfrenta maiores dificuldades no que respeita à inclusão social e laboral, quando comparada com outras tipologias de deficiência.
Após análise da informação recolhida, concluiu-se que, para os vários sujeitos envolvidos no estudo, é fundamental a existência de um núcleo responsável que permita agilizar o referido processo de transição. Importa, neste sentido, dar continuidade ao trabalho iniciado nesta investigação, o qual conta já com uma lista formalizada de vinte e quatro parceiros disponíveis a colaborar com as escolas do concelho da Covilhã no cumprimento dos PIT’s dos jovens. Há ainda um longo caminho a percorrer para que o Núcleo de Apoio “Sentir, Pensar e Agir” se efetive, devendo, para isso, ser analisadas todas as sugestões/propostas de continuidade consideradas pelos diversos sujeitos, entre as quais a questão relacionada com a sua sustentabilidade futura. Considera-se, de acordo com a avaliação que foi feita da ação realizada até ao momento, que foram dados os primeiros passos para a efetivação de uma rede colaborativa, a qual poderá contribuir para uma maior equidade nos processos de inclusão social e laboral de jovens com DID no concelho da Covilhã. É imprescindível, nesta ação coordenada, o papel da comunidade no atendimento às necessidades dos jovens, disponibilizando-lhes oportunidades para que possam concretizar os seus projetos de vida.
Inclusive Education has been progressively asserting itself as a prominent human rights issue, mentioned in various international declarations and conventions. The school is formally involved in accommodating the learning-teaching process to the functionality profile of students with Special Educational Needs (SEN), inclusive of those students who benefit from the educational measure denominated Specific Individual Curriculum (SIC). In secondary education, this curriculum is complemented with an Individual Transition Plan (ITP), which assumes the students qualification, on both the professional and social levels, as determined in Ordinance 2012-C/2015 of July 10. The education of all students, and particularly of those with SEN, does not occur solely in and through the school, and presupposes the involvement of the entire community. As referred in the aforementioned ordinance, it is for the school to create, in conjunction with various partners, the necessary conditions for the students to develop their ITP’s. It so happens that, in accordance with the researcher’s experience as speech therapist in various contexts, the educational establishments in the municipality of Covilhã have, for various reasons, been facing some difficulties in the establishment of the above mentioned partnerships. In academic year 2013/2014, the opportunity arose to create a Support Team which, in conjunction with schools, enterprises and other local community institutions, could hasten the process of transition into the post-school life of the youngsters with an ITP, which constitutes the main aim of the present research. Having reached its completion in academic year 2016/2017, this research is characterised by the adoption of a qualitative methodology by implementing an action-research process, which involved the conducting of countless practical activities with various players, as laid out in an Intervention Programme. Data collection procedures involved the realisation of semi-structured interviews and focus groups with various subjects considered fundamental to the understanding of the issue under research; content analysis was the method adopted to analyse the data collected. The present research had the collaboration of the six Special Education coordinating teachers of the educational establishments in the municipality of Covilhã, of seven representatives from institutions of the local community, of six representatives of the enterprise sector and of six students with an ITP. All students had been diagnosed with Intelectual and Developmental Disability (IDD), which has been considered one of the most problematic disabilities, and, when compared with other disability typologies, that facing the greatest difficulties in what concerns the social and labour market inclusion. Upon analysis of the gathered information, the conclusion was reached, that it is fundamental for the various subject involved in the research, that there exists a responsible team that makes the referred transition process swiftest. In this sense, it does therefore matter that continuity should be given to the work initiated during this research. It is worthy of note that there are twenty-four partners willing to cooperate with the schools of the Covilhã municipality in the accomplishment of the youngsters’ ITP’s. There is still a long way to go before the Support Team “Feel, Think and Act” can come into effect, and, for that purpose, all continuity suggestions/proposals considered by the various subjects are to be analysed, including the issue of its future sustainability. In accordance with the evaluation of the activity conducted so far, it is considered that first steps have been taken towards the establishment of a cooperation network, which can contribute to a greater equity in the process of social and labour market inclusion of young people afflicted with IDD in the Covilhã municipality. In this coordinated action, the role of the community in meeting the needs of the young people is of the essence in order to provide them with ample opportunity to fulfil their life projects.
Inclusive Education has been progressively asserting itself as a prominent human rights issue, mentioned in various international declarations and conventions. The school is formally involved in accommodating the learning-teaching process to the functionality profile of students with Special Educational Needs (SEN), inclusive of those students who benefit from the educational measure denominated Specific Individual Curriculum (SIC). In secondary education, this curriculum is complemented with an Individual Transition Plan (ITP), which assumes the students qualification, on both the professional and social levels, as determined in Ordinance 2012-C/2015 of July 10. The education of all students, and particularly of those with SEN, does not occur solely in and through the school, and presupposes the involvement of the entire community. As referred in the aforementioned ordinance, it is for the school to create, in conjunction with various partners, the necessary conditions for the students to develop their ITP’s. It so happens that, in accordance with the researcher’s experience as speech therapist in various contexts, the educational establishments in the municipality of Covilhã have, for various reasons, been facing some difficulties in the establishment of the above mentioned partnerships. In academic year 2013/2014, the opportunity arose to create a Support Team which, in conjunction with schools, enterprises and other local community institutions, could hasten the process of transition into the post-school life of the youngsters with an ITP, which constitutes the main aim of the present research. Having reached its completion in academic year 2016/2017, this research is characterised by the adoption of a qualitative methodology by implementing an action-research process, which involved the conducting of countless practical activities with various players, as laid out in an Intervention Programme. Data collection procedures involved the realisation of semi-structured interviews and focus groups with various subjects considered fundamental to the understanding of the issue under research; content analysis was the method adopted to analyse the data collected. The present research had the collaboration of the six Special Education coordinating teachers of the educational establishments in the municipality of Covilhã, of seven representatives from institutions of the local community, of six representatives of the enterprise sector and of six students with an ITP. All students had been diagnosed with Intelectual and Developmental Disability (IDD), which has been considered one of the most problematic disabilities, and, when compared with other disability typologies, that facing the greatest difficulties in what concerns the social and labour market inclusion. Upon analysis of the gathered information, the conclusion was reached, that it is fundamental for the various subject involved in the research, that there exists a responsible team that makes the referred transition process swiftest. In this sense, it does therefore matter that continuity should be given to the work initiated during this research. It is worthy of note that there are twenty-four partners willing to cooperate with the schools of the Covilhã municipality in the accomplishment of the youngsters’ ITP’s. There is still a long way to go before the Support Team “Feel, Think and Act” can come into effect, and, for that purpose, all continuity suggestions/proposals considered by the various subjects are to be analysed, including the issue of its future sustainability. In accordance with the evaluation of the activity conducted so far, it is considered that first steps have been taken towards the establishment of a cooperation network, which can contribute to a greater equity in the process of social and labour market inclusion of young people afflicted with IDD in the Covilhã municipality. In this coordinated action, the role of the community in meeting the needs of the young people is of the essence in order to provide them with ample opportunity to fulfil their life projects.
Description
Keywords
Educação Inclusiva - Alunos com Necessidades Educativas Especiais Inclusão Social - Alunos com Necessidades Educativas Especiais Inclusão laboral - Alunos com Necessidades Educativas Especiais