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O presente trabalho incide na nossa prática profissional, designadamente nos últimos
anos, dado que temos vindo a trabalhar com alunos com Necessidades Educativas
Especiais (NEE), a qual assenta num conjunto de ações e desafios que contribuem para a
reflexão e análise das dificuldades, bem como dos êxitos alcançados.
A escola inclusiva desempenha um papel primordial na integração de alunos com NEE,
como centro do processo educativo tem a função de adequar respostas educativas às
necessidades reais de cada criança e jovem com NEE. A inclusão da criança ou jovem na
escola de hoje, na sociedade e no mundo laboral, é um desafio complexo. A Transição
para a Vida Ativa (TVA) exige a implementação de medidas e práticas que contribuam
para o desenvolvimento de competências sociais e pessoais fundamentais para uma
melhor de qualidade de vida de crianças e jovens.
Tendo por base a revisão da literatura, bem como o enquadramento legal em vigor,
pretendeu-se apresentar o programa de atividades na comunidade do caso de uma aluna
com Dificuldades Intelectuais e Desenvolvimentais (DID) no decorrer do processo de
TVA. A aluna está inserida numa turma do décimo ano e beneficia do Decreto-Lei
3/2008, artigo 21.º - Currículo Especifico Individual (CEI). Neste âmbito, será dado a
conhecer a intervenção pedagógica de acordo com o perfil de funcionalidade e Programa
Individual de Transição (PIT) e respetivas competências, que quando proporcionadas,
criam expectativas positivas em relação ao futuro das crianças e jovens, quer no campo
pessoal, como profissional. Para que tal aconteça também o professor deve estar atento,
aprofundar conhecimentos, desenvolver estratégias, que lhe permita dar as melhores
respostas, através de um trabalho colaborativo e dinâmico
The present study focuses on our professional practice, especially in recent years, since we have bn working with students with special educational nds (SEN), which is based on a set of actions and challenges that contribute to the reflection and analysis of difficulties and achievements. Inclusive school plays a key role in the integration of students with SEN as the center of the educational process has the task of adapting educational responses to the real nds of each child and young person with SEN. The inclusion of children or young people in today's school, in society and in the workplace, is a complex challenge. The transition to active life (TVA) requires the implementation of measures and practices that contribute to the development of social and personal competences fundamental to a better quality of life for children and young people. Based on the literature review, as well as the legal framework in force, it was intended to present the program of activities in the community of the case of a student with Intellectual and Developmental Difficulties (DID) in the course of the TVA process. The student is enrolled in a tenth grade class and benefits from Decr-Law 3/2008, Article 21 - Individual Specific Curriculum (CEI). In this context, the pedagogical intervention will be made known according to the profile of functionality and Individual Transition Program (PIT) and respective competencies, which when provided, create positive expectations regarding the future of children and young people, whether in the personal field, as a professional. For this to happen, the teacher must also be attentive, dpen knowledge, develop strategies, which allows him to give the best answers, through a collaborative and dynamic work
The present study focuses on our professional practice, especially in recent years, since we have bn working with students with special educational nds (SEN), which is based on a set of actions and challenges that contribute to the reflection and analysis of difficulties and achievements. Inclusive school plays a key role in the integration of students with SEN as the center of the educational process has the task of adapting educational responses to the real nds of each child and young person with SEN. The inclusion of children or young people in today's school, in society and in the workplace, is a complex challenge. The transition to active life (TVA) requires the implementation of measures and practices that contribute to the development of social and personal competences fundamental to a better quality of life for children and young people. Based on the literature review, as well as the legal framework in force, it was intended to present the program of activities in the community of the case of a student with Intellectual and Developmental Difficulties (DID) in the course of the TVA process. The student is enrolled in a tenth grade class and benefits from Decr-Law 3/2008, Article 21 - Individual Specific Curriculum (CEI). In this context, the pedagogical intervention will be made known according to the profile of functionality and Individual Transition Program (PIT) and respective competencies, which when provided, create positive expectations regarding the future of children and young people, whether in the personal field, as a professional. For this to happen, the teacher must also be attentive, dpen knowledge, develop strategies, which allows him to give the best answers, through a collaborative and dynamic work
Descrição
Palavras-chave
Educação inclusiva Necessidades Educativas Especiais Transição para a vida ativa Dificuldades intelectuais e desenvolvimentais Inclusive education Special Educational NDS Transition to active life Intellectual and developmental difficulties