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Perturbação do Desenvolvimento Intelectual: o Plano Individual de Transição como ferramenta no processo de inclusão na vida pós-escolar
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A Transição para a Vida Pós-Escolar (TVPE) é uma fase crucial do desenvolvimento de qualquer jovem, na qual são colocados vários desafios em relação ao futuro e, neste processo, os adolescentes com Perturbação do Desenvolvimento Intelectual (PDI) enfrentam desafios adicionais, quando comparados com os seus pares. Neste sentido, procurou-se perceber a importância do Plano Individual de Transição (PIT) como sendo uma potencial ferramenta para a inclusão na vida pós-escolar em jovens com PDI. Neste contexto foram definidos os seguintes objetivos: i) compreender as perceções de um aluno com PDI e respetiva família, professores e formador sobre a importância do PIT na inclusão e TVPE; ii) analisar o perfil de funcionalidade de um aluno com PDI, especificamente, as suas potencialidades, fragilidades e nível de participação nos contextos escolar, familiar e social; iii) identificar facilitadores e barreiras no processo de inclusão de um aluno com PDI; iv) analisar o processo de construção e de implementação do PIT de um aluno com PDI; v) analisar as perceções de professores do ensino regular e de educação especial sobre a inclusão de alunos com necessidades específicas, implementação de medidas de suporte, bem como a pertinência do PIT na TVPE, no quadro da legislação em vigor da educação inclusiva. A investigação realizada assentou numa metodologia qualitativa, tratando-se de um estudo de caso, que incluiu, para além do aluno com PDI e respetiva família, professores (professora de educação especial e diretora de turma) e formador do PIT, 44 professores do 3.º Ciclo do Ensino Básico e Ensino Secundário do ensino regular e de educação especial de uma escola secundária da região centro de Portugal. Para proceder à recolha de dados, recorreu-se a fontes documentais, a entrevistas semiestruturadas individuais e a um questionário ad hoc aos professores. Os dados foram explorados e analisados através de análise de conteúdo e de análise estatística descritiva e inferencial. Os resultados obtidos revelam uma forte concordância em relação à crucial importância do PIT na inclusão e TVPE do aluno com PDI, ao nível da promoção de competências académicas, pessoais/instrumentais de vida diária, sociais e vocacionais/profissionais. Constatou-se igualmente que a formação especializada e a experiência de docência na área da educação especial influenciam positivamente as perceções, o conhecimento e as competências dos professores relativamente ao Decreto-Lei n.º 54/2018, de 6 de julho, assim como a operacionalização dos princípios e das opções metodológicas que lhe são inerentes, pelo que se torna fundamental o investimento em formação contínua e especializada na área da educação especial e inclusão, direcionada a todos os docentes.
The Transition to Post-school Life (TPSL) is a crucial phase in the development of any young person, in which several challenges are posed regarding the future and, in this process, adolescents with Intellectual Disability (ID) face additional challenges, when compared to their peers. In this sense, we tried to understand the importance of the Individual Transition Plan (ITP) as a potential tool for inclusion in post-school life for young people with ID. In this context, the following objectives were defined: i) understand the perceptions of a student with ID and their family, teachers and trainer about the importance of ITP in inclusion and TPSL; ii) analyze the functional profile of a student with ID, specifically, their strengths, weaknesses and level of participation in school, family and social contexts; iii) identify facilitators and barriers in the inclusion process of a student with ID; iv) analyze the constructing and implementing of the ITP process of a student with ID; v) analyze the teachers perceptions of regular education and special education regarding the inclusion of students with specific needs, implementation of support measures, as well as the relevance of ITP in the TPSL, within the framework of current inclusive education legislation. The research carried out was based on a qualitative methodology, being a case study, which included, in addition to the student with ID and his family, teachers (special education teacher and class director) and ITP trainer, 44 teachers from 3rd Cycle and Secondary, teachers in regular education and special education at a Secondary School in the central region of Portugal. To collect data, documentary sources, individual semi-structured interviews and an ad hoc questionnaire for teachers were used. The data was explored and analyzed through content, descriptive and inferential statistical analyses. The results obtained reveal a strong agreement regarding the crucial importance of ITP in the inclusion and TPSL of a student with ID, in terms of promoting academic, personal/instrumental daily living, social and vocational/professional skills. It was also found that specialized training and teaching experience in the area of special education, positively influences teachers' perceptions, knowledge and skills in relation to Decree-Law no. 54/2018, 6th July, as well as the operationalization of the principles and methodological options inherent to it, which is why investment in continuous and specialized training in the area of special education and inclusion, aimed at all teachers, becomes essential.
The Transition to Post-school Life (TPSL) is a crucial phase in the development of any young person, in which several challenges are posed regarding the future and, in this process, adolescents with Intellectual Disability (ID) face additional challenges, when compared to their peers. In this sense, we tried to understand the importance of the Individual Transition Plan (ITP) as a potential tool for inclusion in post-school life for young people with ID. In this context, the following objectives were defined: i) understand the perceptions of a student with ID and their family, teachers and trainer about the importance of ITP in inclusion and TPSL; ii) analyze the functional profile of a student with ID, specifically, their strengths, weaknesses and level of participation in school, family and social contexts; iii) identify facilitators and barriers in the inclusion process of a student with ID; iv) analyze the constructing and implementing of the ITP process of a student with ID; v) analyze the teachers perceptions of regular education and special education regarding the inclusion of students with specific needs, implementation of support measures, as well as the relevance of ITP in the TPSL, within the framework of current inclusive education legislation. The research carried out was based on a qualitative methodology, being a case study, which included, in addition to the student with ID and his family, teachers (special education teacher and class director) and ITP trainer, 44 teachers from 3rd Cycle and Secondary, teachers in regular education and special education at a Secondary School in the central region of Portugal. To collect data, documentary sources, individual semi-structured interviews and an ad hoc questionnaire for teachers were used. The data was explored and analyzed through content, descriptive and inferential statistical analyses. The results obtained reveal a strong agreement regarding the crucial importance of ITP in the inclusion and TPSL of a student with ID, in terms of promoting academic, personal/instrumental daily living, social and vocational/professional skills. It was also found that specialized training and teaching experience in the area of special education, positively influences teachers' perceptions, knowledge and skills in relation to Decree-Law no. 54/2018, 6th July, as well as the operationalization of the principles and methodological options inherent to it, which is why investment in continuous and specialized training in the area of special education and inclusion, aimed at all teachers, becomes essential.
Descrição
Palavras-chave
Transição para a Vida Pós-escolar Perturbação do Desenvolvimento Intelectual Inclusão Plano Individual de Transição Transition to Post-school Life Intellectual Disability Inclusion Individual Transition Plan
Contexto Educativo
Citação
Editora
Licença CC
Sem licença CC