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Orientador(es)
Resumo(s)
O presente relatório centra-se na compreensão das expectativas individuais de um
jovem com Ataxia, no decorrer do processo de Transição para a Vida Ativa, considerando-se
o impacto que as relações estabelecidas nos diferentes contextos têm no seu desenvolvimento
e respetivo comportamento, enquanto cidadão pleno de direitos e deveres.
Pautados pelas linhas orientadoras de uma perspetiva inclusiva do individuo, onde
prevalece a aceitação das diferenças e o direito à igualdade de oportunidades, os agentes dos
diversos contextos sociais, onde se destacam a Família, a Escola, a Comunidade e a Sociedade
em geral, colocam o enfoque da sua atuação numa cultura da diferença, em que o individuo
com Necessidades Educativas Especiais, tem direito a um espaço e a um tempo comum.
Destaca-se o papel da Escola Inclusiva cuja pedagogia tem o propósito de criar seres livres e
autónomos para uma participação ativa na sociedade, capazes de decidir sobre o futuro,
incluindo sobre a profissão.
A inclusão social pressupõe esta simbiose entre a Escola e a Sociedade, que
compreende o individuo como um ser social, preparando-o e orientando-o na transição para o
mundo do trabalho, com a preocupação generalizada de lhe proporcionar qualidade de vida. O
emprego da pessoa com deficiência é entendido como um fator de grande importância, não só
ao nível da inclusão social, mas também para a independência económica e, consequente,
valorização e realização pessoal, contribuindo simultaneamente para o aperfeiçoamento da
sociedade.
Ao poder politico e social é-lhes delegada a iniciativa de educar, de formar
profissionalmente, de orientar na vocação, sem esquecer que as pessoas com deficiência ou
incapacidade têm as mesmas necessidades que qualquer outro individuo e devem ser
valorizadas na sua dignidade humana.
This report focuses on understanding the individual expectations of a young man with Ataxia, during the process of transition to the working life, bearing in mind the impact of the relations in different contexts that may have on his development and appropriate behavior as a citizen with rights and duties. Oriented by the guidelines of an inclusive perspective of the individual, where the respect for the difference and the right to equal opportunities prevail, the agents of the various social contexts, where the family, the school, the community and society stand out in general, put the focus on a culture of difference, in which the individual with special educational needs is entitled to a space and a common time. The role of an Inclusive School is very important and its teaching purposes is to create free and autonomous human beings able to an active participation in society, able to decide on the future, including the future career. The social inclusion implies this symbiosis between school and society, which includes the individual as a social being, preparing him and guiding him to the inclusion on the working world, with a widespread concern to provide him quality of life. The working life of the person with disabilities is understood as an important factor, not only in terms of the social inclusion, but also in the economic independence and, consequently, appreciation and personal fulfillment, while contributing to the improvement of society. To the political and social power it is imposed the initiative to educate, to train professionally, to guide the vocation, bearing in mind that people with disabilities or incapacity have the same needs as any other individual in society and they should be valued on their human dignity.
This report focuses on understanding the individual expectations of a young man with Ataxia, during the process of transition to the working life, bearing in mind the impact of the relations in different contexts that may have on his development and appropriate behavior as a citizen with rights and duties. Oriented by the guidelines of an inclusive perspective of the individual, where the respect for the difference and the right to equal opportunities prevail, the agents of the various social contexts, where the family, the school, the community and society stand out in general, put the focus on a culture of difference, in which the individual with special educational needs is entitled to a space and a common time. The role of an Inclusive School is very important and its teaching purposes is to create free and autonomous human beings able to an active participation in society, able to decide on the future, including the future career. The social inclusion implies this symbiosis between school and society, which includes the individual as a social being, preparing him and guiding him to the inclusion on the working world, with a widespread concern to provide him quality of life. The working life of the person with disabilities is understood as an important factor, not only in terms of the social inclusion, but also in the economic independence and, consequently, appreciation and personal fulfillment, while contributing to the improvement of society. To the political and social power it is imposed the initiative to educate, to train professionally, to guide the vocation, bearing in mind that people with disabilities or incapacity have the same needs as any other individual in society and they should be valued on their human dignity.
Descrição
Palavras-chave
Ataxia Escola inclusiva Transição para a vida ativa Direito ao trabalho Inclusive school Transition to active life Right to work