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Abstract(s)
Os jovens com Perturbação do Desenvolvimento Intelectual (PDI) defrontam-se com diversas barreiras nos seus processos de Transição para a Vida Pós-Escolar (TVPE), em particular no que respeita à inserção no mercado de trabalho. Neste contexto, salientamos os normativos e instrumentos da formação profissional e de promoção da empregabilidade que fomentam a inserção no mundo do trabalho e a inclusão social. O presente estudo tem como objetivo compreender em que medida a formação profissional fomenta a transição para a vida adulta de jovens com PDI, aferindo como são considerados os seus interesses e nível de satisfação, as barreiras e o nível de colaboração entre os intervenientes nos processos formativos. Trata-se de um estudo qualitativo, de natureza compreensiva e interpretativa. A amostra, de conveniência, envolveu 10 participantes (5 jovens e 5 técnicos da equipa formativa) e a recolha de dados foi realizada através de entrevistas semiestruturadas. Os resultados evidenciam o papel nuclear da formação profissional na inclusão dos jovens com PDI no mercado de trabalho e na sociedade. A inserção no trabalho é perspetivada como uma forma de estabelecer e estruturar as rotinas diárias, aumentar as interações sociais, sendo valorizada como fonte de estabilidade económica e uma forma de alcançar a autonomia pessoal e a autodeterminação. Salienta-se que a intervenção junto de jovens com PDI deve ter como base o reconhecimento da sua heterogeneidade, as suas necessidades, motivações e capacidades, conferindo oportunidades de acordo com as suas características e competências. Por conseguinte, os planos de ação direcionados a jovens com PDI devem fomentar a sua autonomia nas diferentes fases da vida, em diferentes contextos, permitindo-lhes assumir, com os necessários suportes formais e informais, a gestão da sua vida, escolhas e decisões, em linha com os referenciais contemporâneos de bem-estar e qualidade de vida.
Teenagers with Intellectual Development Disturb (IDD) face various barriers in the School-to-Work Transition (SWT), especially regarding the insertion in the labour market. In this context, we should emphasize the regulatory instruments and tools of the professional training and the ones which promote the employability that foster the insertion in the labour market and the social inclusion.This study aims to understand to what extent professional training facilitates the transition to adulthood of young people with Intellectual Development Disturb, assessing to how their interests, their satisfaction levels, barriers and the collaboration level among the participants in the training process. This is a qualitative study of a comprehensive and interpretative nature. The convenience sample involved 10 participants (5 young people and 5 technicians of the training team) and the data were gathered through semi-structured interviews. The results show the key role of vocational training in the inclusion of young people with IDD in the labour market and in society. The insertion into work is seen as a way to establish and structure daily routines, increase social interactions, being valued as a source of economic stability and a way to achieve personal autonomy and self-determination. It is important to emphasized that the intervention with young people with IDD should be based on the recognition of their heterogeneity, their needs, motivations and abilities, giving opportunities according to their characteristics and skills. Therefore, action plans aimed at young people with IDP should enhance their autonomy in different phases of life, in different contexts, allowing them to assume, with the necessary formal and informal supports, the management of their lives, choices and decisions, according to the contemporary references of well-being and quality of life.
Teenagers with Intellectual Development Disturb (IDD) face various barriers in the School-to-Work Transition (SWT), especially regarding the insertion in the labour market. In this context, we should emphasize the regulatory instruments and tools of the professional training and the ones which promote the employability that foster the insertion in the labour market and the social inclusion.This study aims to understand to what extent professional training facilitates the transition to adulthood of young people with Intellectual Development Disturb, assessing to how their interests, their satisfaction levels, barriers and the collaboration level among the participants in the training process. This is a qualitative study of a comprehensive and interpretative nature. The convenience sample involved 10 participants (5 young people and 5 technicians of the training team) and the data were gathered through semi-structured interviews. The results show the key role of vocational training in the inclusion of young people with IDD in the labour market and in society. The insertion into work is seen as a way to establish and structure daily routines, increase social interactions, being valued as a source of economic stability and a way to achieve personal autonomy and self-determination. It is important to emphasized that the intervention with young people with IDD should be based on the recognition of their heterogeneity, their needs, motivations and abilities, giving opportunities according to their characteristics and skills. Therefore, action plans aimed at young people with IDP should enhance their autonomy in different phases of life, in different contexts, allowing them to assume, with the necessary formal and informal supports, the management of their lives, choices and decisions, according to the contemporary references of well-being and quality of life.
Description
Keywords
Inclusão Transição da Vida Pós-Escolar Formação Profissional Perturbação do Desenvolvimento Intelectua Inclusion Transition to adulthood Professional Training Intellectual Development Disturb