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Abstract(s)
O modelo de Qualidade de Vida tem vindo a merecer uma atenção crescente no contexto do apoio a pessoas com incapacidade intelectual/perturbação do desenvolvimento intelectual, desde logo nas respostas sociais destinadas aos adultos, mas também na escola, em linha com os preceitos da educação inclusiva. De entre as dimensões que constituem este constructo, esta análise irá incidir na Autodeterminação, começando por um enquadramento conceptual e prosseguindo com a apresentação de estratégias para a sua promoção no contexto escolar, com base na revisão da legislação e de trabalhos de investigação realizados em Portugal. Essa sistematização começará com a consideração do papel do contexto pré-escolar, estendendo-se até à possibilidade de prosseguimento de estudos para além da escolaridade obrigatória. Partindo do pressuposto de que o reconhecimento da importância da Autodeterminação é determinante para a adoção de práticas congruentes com a sua promoção, espera-se contribuir para a reflexão em torno da responsabilidade profissional nesta matéria.
The Quality of Life model has been receiving increasing attention in the systems of supports for people living with an intellectual disability/intellectual and developmental disability, not only on the institutions for adults, but also in schools, in line with the precepts of inclusive education. Among the dimensions that constitute this construct, this analysis will focus on Self-Determination. Based on the review of legislation and research carried out in Portugal, it will start with a conceptual framework followed by the presentation of strategies for its promotion in the school context. This systematization will begin with the consideration of the preschool context role and will run to the possibility of continuation of studies beyond compulsory education. Assuming that the recognition of the importance of Self-Determination is crucial for the adoption of practices that are congruent with its promotion, we hope to contribute to the reflection on professional responsibility in this matter.
The Quality of Life model has been receiving increasing attention in the systems of supports for people living with an intellectual disability/intellectual and developmental disability, not only on the institutions for adults, but also in schools, in line with the precepts of inclusive education. Among the dimensions that constitute this construct, this analysis will focus on Self-Determination. Based on the review of legislation and research carried out in Portugal, it will start with a conceptual framework followed by the presentation of strategies for its promotion in the school context. This systematization will begin with the consideration of the preschool context role and will run to the possibility of continuation of studies beyond compulsory education. Assuming that the recognition of the importance of Self-Determination is crucial for the adoption of practices that are congruent with its promotion, we hope to contribute to the reflection on professional responsibility in this matter.
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Keywords
qualidade de vida autodeterminação escola quality of life self-determination school
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Publisher
Escola Superior de Educação de Viseu