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Transição dos jovens com necessidades educativas especiais para o mercado de trabalho : a perceção dos psicólogos, dos professores de educação especial e dos alunos
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A presente dissertação foi desenvolvida no âmbito do mestrado em Psicologia da Educação inserido na Universidade Católica Portuguesa, tendo como objetivo geral recolher a perceção dos Psicólogos Escolares, dos professores de Educação Especial e dos alunos com Currículo Específico Individual acerca da transição destes alunos para o mercado de trabalho. No presente estudo foi utilizado o método qualitativo. De modo a recolher a perceção dos diversos intervenientes foram elaboradas três entrevistas e três questionários sociodemográficos. O estudo realizou-se num agrupamento de Escolas do concelho de Vila Nova de Famalicão.
O processo de transição é marcado por diversas mudanças na vida destes jovens, os quais necessitam de um constante apoio, deste modo, torna-se essencial recolher as perceções não só dos intervenientes mais próximos dos alunos, mas essencialmente dos próprios jovens, de modo a perceber de que forma estes se sentem apoiados, e identificar também o que poderá ainda ser feito para que esta transição seja efetuada com mais sucesso.
Os principais resultados indicam que os alunos com Currículo Específico Individual apresentam uma postura de passividade na elaboração do Plano Individual de Transição, contrariamente à família, a qual desempenha um papel central neste processo. Constatou-se ainda que estes alunos recebem muito apoio ao longo da escolaridade, no entanto, deparam-se com inúmeras dificuldades na transição para a vida pós escolar.
This Thesis was developed within Psychology of Education master’s degree at Universidade Católica Portuguesa. The general goal is to recall the perception of school psychologists, special education teachers and students with Individual Specific Curriculum about the transition of these students to the job market. In this study was used the qualitative method. For better perception of the various subjects were made three interviews and three sociodemographic questionnaires. The study was conducted on one group of schools in Vila Nova de Famalicão. The process of transition is mark by innumerous chances in the life of the teenagers, which need constant support, so, is essential to not only collect the perceptions of the persons close to the students, but the also the students themselves, to better perceive if they feel supported and to understand what can be made to make this transition successfully performed. The main conclusion indicated that Individual Specific Curriculum students present a passive posture in the elaboration of the Transition Individual Plan, contrary to the family, which represent a central role in this process. It was found yet that this students receive huge support along their years in school, however, they face innumerous difficulties in the transition to post school life.
This Thesis was developed within Psychology of Education master’s degree at Universidade Católica Portuguesa. The general goal is to recall the perception of school psychologists, special education teachers and students with Individual Specific Curriculum about the transition of these students to the job market. In this study was used the qualitative method. For better perception of the various subjects were made three interviews and three sociodemographic questionnaires. The study was conducted on one group of schools in Vila Nova de Famalicão. The process of transition is mark by innumerous chances in the life of the teenagers, which need constant support, so, is essential to not only collect the perceptions of the persons close to the students, but the also the students themselves, to better perceive if they feel supported and to understand what can be made to make this transition successfully performed. The main conclusion indicated that Individual Specific Curriculum students present a passive posture in the elaboration of the Transition Individual Plan, contrary to the family, which represent a central role in this process. It was found yet that this students receive huge support along their years in school, however, they face innumerous difficulties in the transition to post school life.