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Facilitators to the transition to post-school life of students with intellectual disability: A case study.

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dc.contributor.authorAlves, Sonia Vanessa
dc.contributor.authorCardoso, Ana Paula
dc.contributor.authorRego, Belmiro
dc.date.accessioned2019-02-14T12:03:52Z
dc.date.available2019-02-14T12:03:52Z
dc.date.issued2018
dc.description.abstractThis case study aims at identifying facilitators to the transition to post-school adult living of an adolescent with Intellectual Disability (ID). ID involves impairments of general mental abilities that impact intellectual and adaptive functioning, thus restricting autonomy. We present recommendations for the intervention and a description of the school role in the transition planning to post-school adult living, as well as the legal framework for the applicable educational measures and resources. We also discuss the barriers to the employability of people with intellectual disabilities and the politics and supporting measures for access to employment. In the investigation, we applied a set of data collection tools – documentary research, a sociometric test, a self-concept scale and semi-structured interviews –, in order to characterize the functioning profile of an adolescent with mild to moderate ID and describe the parents’ and teachers’ perceptions and expectations about his transition to post-school adult living. We, then, suggest intervention guidelines which will optimise the facilitators to the transition to post-school adult living. Following an evaluation of the educational measures which have been applied through his school pathway, we have concluded that family expectations towards post-school adult living include material self-sufficiency, self-realization and job satisfaction, arising the latest from obtaining professional qualification; family’s and teachers’ expectations on employment inclusion focus on two personality and careers types – conventional and realistic. The problems and difficulties that may foreseeably limit future projects are: deficits on the autonomy and adaptive behaviour, problems of emotional and behavioural self-regulation, in personal relationships and in responsibility and social judgment, as well as difficulties in adjusting future career options and in obtaining professional qualification/certification. Finally, we present some recommendations, so that transition planning to post-school adult living may provide vocational orientation which will be adequate to the adolescent’s specific functioning and needs, and grant him access to a secondary education professional training course that will provide him with a professional qualification, with curricular adaptations, so that his learning achievements are relevant for the acquisition of competences that will constitute facilitators to the employment inclusion. The school should also relate the development of academic competences to job training and develop educational processes, which will promote autonomy and responsibility. It would also be advisable to provide parental psychoeducational activities, ensuring that the family support will be a facilitator rather than a barrier to the autonomy, self-determination and social inclusion.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationAlves, A.V., Cardoso, A. P., & Rego, B. (2018). Facilitators to the transition to post-school life of students with intellectual disability: A case study. Proceedings of INTED2018 Conference (pp. 1117- 1127). Valencia, Spain. ISBN:978-84-697-9480-7. Doi: 10.21125/inted.2018.0154pt_PT
dc.identifier.doi10.21125/inted.2018.0154
dc.identifier.urihttp://hdl.handle.net/10400.19/5384
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherIATEDpt_PT
dc.relationCI&DETS/IPVpt_PT
dc.subjectIntellectual Disabilitypt_PT
dc.subjectTransitionpt_PT
dc.subjectPost-school lifept_PT
dc.subjectEmployment inclusionpt_PT
dc.titleFacilitators to the transition to post-school life of students with intellectual disability: A case study.pt_PT
dc.typeconference object
dspace.entity.typePublication
oaire.citation.conferencePlaceValencia, Spain.pt_PT
oaire.citation.endPage1127pt_PT
oaire.citation.startPage1117pt_PT
oaire.citation.titleProceedings of INTED2018 Conferencept_PT
person.familyNamePaula Pereira de Oliveira Cardoso
person.familyNameRego
person.givenNameAna
person.givenNameBelmiro
person.identifier.ciencia-id4019-E6D8-1885
person.identifier.ciencia-idFA11-63C6-5DFE
person.identifier.orcid0000-0001-5062-4098
person.identifier.orcid0000-0002-5399-7735
person.identifier.scopus-author-id56957015500
rcaap.rightsclosedAccesspt_PT
rcaap.typeconferenceObjectpt_PT
relation.isAuthorOfPublication746d2746-c92f-4309-a078-f7c7c2f9df2f
relation.isAuthorOfPublication22d9532a-8f91-4344-a154-2cb7be66eda6
relation.isAuthorOfPublication.latestForDiscovery746d2746-c92f-4309-a078-f7c7c2f9df2f

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