Advisor(s)
Abstract(s)
A transição para a Vida Pós-Escolar é um processo de orientação iniciado nas escolas no sentido de dotar os jovens com necessidades educativas especiais de competências fundamentais para o exercício da vida diária, perspectivando a sua plena integração na sociedade, a nível pessoal, social e profissional.
A Escola tem caminhado em direcção à melhoria do seu modo de actuação e do aperfeiçoamento das respostas dadas aos alunos em processo de Transição para a Vida Pós-Escolar, implementando boas práticas que contribuem para o desenvolvimento de um conjunto de competências pessoais e sociais, essenciais para a concretização do referido processo.
Tendo como objectivo descrever, analisar e reflectir sobre a forma como se processa essa transição, especificamente com alunos com deficiência mental, em sete escolas públicas do concelho de Viseu com 3º ciclo, realizámos uma investigação de carácter quantitativo e descritivo, com recurso ao questionário como instrumento de recolha de dados.
Foram inquiridos sete representantes dos órgãos de gestão e sete professores de educação especial.
Os resultados obtidos mostram que no caminho para a eficácia dos processos de transição ainda existem alguns constrangimentos. A mesma só é possível com o envolvimento e a participação activa de todos os intervenientes (alunos, pais, professores/escola e comunidade/ serviços) investindo no apoio e formação pré-profissional e profissional dos jovens. Aspectos como a falta de legislação específica, colaboração da comunidade e sistematização de todos os intervenientes neste processo, são alguns dos condicionantes deste processo.
The transition to Post – School Life is an orientation process initiated in the schools to provide young people with special educational needs, the skills that are essential to daily life so that they can fully integrate society, individually, socially and professionally. Schooling has been heading towards improvement in the method and the solutions given to students in the process of transition to life after school, implementing better practices that contribute to the development of a set of personal and social skills that are essential to this transition. So as to describe, analyze and reflect upon the way the afore mentioned process’ difficulties are overcome with mentally handicapped students in seven public schools, in the seventh, eighth and ninth school years, in the municipality of Viseu, we developed a research of a quantifying and descriptive nature that sought to observe and describe a specific process, considering the views of management bodies of the schools and their specialized teachers. A questionnaire was used for gathering data. Respondents were seven representatives by the Management entities and seven special education teachers. Results show that there are some constraints towards effectiveness of the transitional process. Effectiveness is only possible with the active involvement of all the participants (students, parents, teachers / school and community / public facilities) investing on the backup, teaching and training of these youngsters. Issues like the lack of specific legislation, community collaboration and the adjustment of all the participants are some of the obstacles that arise.
The transition to Post – School Life is an orientation process initiated in the schools to provide young people with special educational needs, the skills that are essential to daily life so that they can fully integrate society, individually, socially and professionally. Schooling has been heading towards improvement in the method and the solutions given to students in the process of transition to life after school, implementing better practices that contribute to the development of a set of personal and social skills that are essential to this transition. So as to describe, analyze and reflect upon the way the afore mentioned process’ difficulties are overcome with mentally handicapped students in seven public schools, in the seventh, eighth and ninth school years, in the municipality of Viseu, we developed a research of a quantifying and descriptive nature that sought to observe and describe a specific process, considering the views of management bodies of the schools and their specialized teachers. A questionnaire was used for gathering data. Respondents were seven representatives by the Management entities and seven special education teachers. Results show that there are some constraints towards effectiveness of the transitional process. Effectiveness is only possible with the active involvement of all the participants (students, parents, teachers / school and community / public facilities) investing on the backup, teaching and training of these youngsters. Issues like the lack of specific legislation, community collaboration and the adjustment of all the participants are some of the obstacles that arise.
Description
Keywords
Escola Transição para a vida pós-escolar Deficiência mental Inclusão School Transition to post-school life Mental handicap Inclusion