| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.16 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A problemática da transição dos alunos do 3º Ciclo para o ensino secundário emerge de uma preocupação cada vez maior da Escola em responder às necessidades educativas dos jovens com Currículo Específico Individual (CEI), cujas dificuldades se centram no cumprimento do currículo comum. Como consequência, os profissionais de educação passam a equacionar a antecipação do ensino de conteúdos essencialmente de caráter funcional, assim como a possibilidade dos alunos experienciarem situações de experiência laboral.
Nesta perspetiva, este trabalho enquadra-se numa abordagem compreensiva acerca da transição do 3.º Ciclo para o Ensino Secundário dos Alunos com Necessidades Educativas Especiais de caráter permanente (NEEcp).
À procura de algumas respostas, para além da pesquisa e análise de alguns documentos, recorremos à observação de alunos, à recolha de opinião das docentes de educação especial e realizamos uma ação de esclarecimento/informação à comunidade educativa.
Considerando a matriz curricular da Portaria n.º 275-A/2012, de 11 de setembro, como uma diretriz do nosso trabalho, verificámos que a construção dos currículos e dos Planos Individuais de Transição (PIT) dos alunos com CEI vão ao encontro da referida matriz e a escola está a fazer um papel fundamental na inclusão destes alunos, facilitando a transição dos alunos com CEI do 3º Ciclo para o ensino secundário.
The issue of transition of students with special educational needs from Junior High to High School emerges as a growing concern for schools to respond to the needs of these children with a Specific Individual Curriculum (SIC), whose difficulties are centered in the fulfillment of the common curriculum. As a result, professionals of education start to put into question the anticipation of learning essential contents of a functional character, as well as, the ability of students to experience situations of work experience. In this perspective, this work is part of a comprehensive approach about the transition of students with special educational needs from Junior High to High School of Students with permanent Special Educational Needs (NEEcp). Looking for some answers, beyond the research and analysis of some documents, we used the observed students, collected opinion of special education teachers and had a clarification/information conference with the educational community. Considering the curriculum of Administrative Rule no. 275-A/2012, of September 11th as a guideline of our work, we found that the construction of curricula and Individual Transition Plans (ITP) for students with SIC will meet the guidelines of the referred and the school is doing a fundamental role in the inclusion of these students, facilitating the transition of students with SIC from Junior High to High School.
The issue of transition of students with special educational needs from Junior High to High School emerges as a growing concern for schools to respond to the needs of these children with a Specific Individual Curriculum (SIC), whose difficulties are centered in the fulfillment of the common curriculum. As a result, professionals of education start to put into question the anticipation of learning essential contents of a functional character, as well as, the ability of students to experience situations of work experience. In this perspective, this work is part of a comprehensive approach about the transition of students with special educational needs from Junior High to High School of Students with permanent Special Educational Needs (NEEcp). Looking for some answers, beyond the research and analysis of some documents, we used the observed students, collected opinion of special education teachers and had a clarification/information conference with the educational community. Considering the curriculum of Administrative Rule no. 275-A/2012, of September 11th as a guideline of our work, we found that the construction of curricula and Individual Transition Plans (ITP) for students with SIC will meet the guidelines of the referred and the school is doing a fundamental role in the inclusion of these students, facilitating the transition of students with SIC from Junior High to High School.
Description
Keywords
Inclusão Transição Necessidades Educativas Especiais Currículo específico individual Plano individual de transição Inclusion Transition Special Educational Needs Curriculum specific individual Individual transition plan