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Atendendo aos pressupostos da educação inclusiva e ao aumento de alunos com Necessidades Educativas Específicas (NEE) no Ensino Superior (ES), importa refletir a sua transversalidade nos Processos de Transição para a Vida Pós-Escolar (TVPE) destes alunos, em particular para o Ensino Superior (ES), e a sua inclusão neste ciclo de estudos. O objetivo deste estudo, de carácter exploratório e misto, foi conhecer o processo de transição de alunos com NEE para o ES e a sua inclusão no contexto académico. Participaram cinco alunos com NEE, três do ensino superior e dois do ensino secundário, sendo que três tiveram a medida adicional adaptações curriculares significativas, e 29 professores do Ensino Secundário, da região Centro de Portugal (NUT II). Para a recolha de dados, foram realizadas entrevistas semiestruturadas aos alunos, e um questionário ad hoc aos professores. Os dados foram explorados e analisados através de análises descritivas, inferenciais e de conteúdo. Os resultados evidenciam a existência de barreiras, dificuldades e facilitadores nos processos de transição e na inclusão no ES, sendo que a formação contínua e especializada, assim como a experiência de docência na área da educação especial e inclusiva, podem influenciar as perceções dos professores quanto à promoção, transição e inclusão de alunos com NEE no ES.
Given the assumptions of inclusive education and the increase in students with Specific Educational Needs (SEN) in Higher Education (HE), it is important to reflect its transversality in the Transition Processes for the Post-School Life (TVPE) of these students, in particular for Higher Education (HE), and their inclusion in this cycle of studies. The objective of this exploratory and mixed study was to understand the transition process of students with SEN to HE and their inclusion in the academic context. Five students with SEN participated, three from higher education and two from secondary education, three of which had significant curricular adaptations, and 29 secondary education teachers from the Central region of Portugal (NUT II). For data collection, semi-structured interviews were carried out with the students, and an ad hoc questionnaire with the teachers. Data were explored and analyzed through descriptive, inferential, and content analysis. The results show the existence of barriers, difficulties, and facilitators in the transition processes and in Higher Education, and that continuous and specialized training, as well as teaching experience in the area of Special Education, can influence teachers' perceptions regarding promotion, transition and inclusion of students with NE in ES.
Given the assumptions of inclusive education and the increase in students with Specific Educational Needs (SEN) in Higher Education (HE), it is important to reflect its transversality in the Transition Processes for the Post-School Life (TVPE) of these students, in particular for Higher Education (HE), and their inclusion in this cycle of studies. The objective of this exploratory and mixed study was to understand the transition process of students with SEN to HE and their inclusion in the academic context. Five students with SEN participated, three from higher education and two from secondary education, three of which had significant curricular adaptations, and 29 secondary education teachers from the Central region of Portugal (NUT II). For data collection, semi-structured interviews were carried out with the students, and an ad hoc questionnaire with the teachers. Data were explored and analyzed through descriptive, inferential, and content analysis. The results show the existence of barriers, difficulties, and facilitators in the transition processes and in Higher Education, and that continuous and specialized training, as well as teaching experience in the area of Special Education, can influence teachers' perceptions regarding promotion, transition and inclusion of students with NE in ES.
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Keywords
Inclusão Alunos com Necessidades Específicas Transição para a Vida PósEscolar Ensino Superior Professores Inclusion Students with Specific Educational Needs Transition to Post-School Life Higher education teachers