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Abstract(s)
Atualmente, em Portugal, a Educação Especial (EE) é legislada pelo Decreto-lei n.º 3/2008. Este diploma, que entrou em vigor a 7 de Janeiro de 2008, veio reestruturar toda a política de EE em Portugal. As principais alterações surgidas com o novo paradigma, referem-se aos processos de referenciação, avaliação e elegibilidade dos alunos que beneficiam dos serviços da EE. Assim, com o surgimento desta nova política, muitas crianças e jovens que beneficiavam dos apoios prestados pelos serviços de EE, deixaram de os poder receber.
Sendo assim, o objetivo geral deste estudo consistiu em perceber as mudanças emergentes com este novo paradigma, especificamente, em alunos que deixaram de ser considerados elegíveis para a EE. Para atingir este objetivo, foi realizado um estudo de caso, no qual foram entrevistados quatro intervenientes, concretamente, o aluno, a mãe, a diretora de turma e a psicóloga.
Os resultados deste estudo demonstram que, ocorreram efetivamente, mudanças relativas à elegibilidade dos alunos e aos apoios prestados. No caso em estudo, constatou-se que, não ocorreram alterações significativas, sendo esta situação justificada pelo grande envolvimento da família no percurso do jovem, bem como pela disponibilidade da escola em dar resposta às necessidades do aluno, mesmo este não sendo considerado elegível para a Educação Especial.
Posto isto, a grande conclusão deste estudo é de que, as mudanças surgidas com a implementação do novo enquadramento legal, poderão ser minimizadas, se houver uma disponibilidade da escola em dar resposta às necessidades dos alunos e se estas respostas forem sendo, também monitorizadas, pela família, numa lógica de cooperação.
Nowadays, in Portugal, Special Education (EE) is legislated by the law nº3/2008. This diploma, which came into force in 7th January 2008, restructured the Special Education Policy in Portugal. The main changes, which appeared with this new paradigm, are related to the processes of references, evaluation and eligibility of the students who benefit from Special Education services. For this reason, the appearance of this policy made that, many children and young people no longer benefit from the Special Education services as they used to. Therefore, the main goal of this study consists of understanding the emerging changes with this new paradigm, specially in students who are no longer considered eligible for Special Education. In order to accomplish this goal, a case study was carried out, during which four participants were interviewed : the student, the mother, the class headmaster and the psychologist. The obtained results showed that it had occured, in fact, changes regarding the students eligibility and the rendered supports. According to the case in study, we realized that did not occured significant changes, due to the important involvement of the family in the young course, as well as, due to the school availability in responding to the student needs, in spite of, this same student, not being eligible to Special Education. For this reason, the most important conclusion of this study is that, the changes carried out with the implementation of a new legal framewrok, could be minimized, if there is a school availability in giving answers to the students needs and if these same answers could be, monitored, by the family, in a context of cooperation.
Nowadays, in Portugal, Special Education (EE) is legislated by the law nº3/2008. This diploma, which came into force in 7th January 2008, restructured the Special Education Policy in Portugal. The main changes, which appeared with this new paradigm, are related to the processes of references, evaluation and eligibility of the students who benefit from Special Education services. For this reason, the appearance of this policy made that, many children and young people no longer benefit from the Special Education services as they used to. Therefore, the main goal of this study consists of understanding the emerging changes with this new paradigm, specially in students who are no longer considered eligible for Special Education. In order to accomplish this goal, a case study was carried out, during which four participants were interviewed : the student, the mother, the class headmaster and the psychologist. The obtained results showed that it had occured, in fact, changes regarding the students eligibility and the rendered supports. According to the case in study, we realized that did not occured significant changes, due to the important involvement of the family in the young course, as well as, due to the school availability in responding to the student needs, in spite of, this same student, not being eligible to Special Education. For this reason, the most important conclusion of this study is that, the changes carried out with the implementation of a new legal framewrok, could be minimized, if there is a school availability in giving answers to the students needs and if these same answers could be, monitored, by the family, in a context of cooperation.