Publication

O processo de transição para a vida pós-escolar de alunos com necessidades educativas especiais

Bibliographic Details
Summary:	The main theme of this research is the Transition Process to Life After-School Students with Special Educational Needs that attended three State Schools, of Basic and Secondary Education, in Rio Maior, Santarém, during the school year 2010/2011. The work was structured into two different and complementary parts. On the first one, the Theoretical Framework, we did a revision of the literature related to the theme in study that was the basis of the Research. On the second part we applied the technique of collecting data with questionnaires to all the participants in the study group: Students with Special Educational Needs and Individual Transition Plans, Special Education Teachers, School Headmasters, Parents/Tutors and the Institutions/Companies where the Pupils carried out their training experiences. The main goal of this research work was to analyze the Transition Process to Life After-School Students with Special Educational Needs attending Schools in Rio Maior, according to the perspective views of The School, The Family and the Community, with the purpose of establishing the crucial factors of the development of the suitable Transition Process to Life After-School. In spite of the many difficulties that subsist in the Transition Process to Life After-School and the insufficient Current Legislation, the results showed that the benefits of the activities developed in training courses to young people with Special Educational Needs are enormous. The development of skills, provided by these training courses, create positive expectations in relation to the future of these youngsters, both personally and professionally, raising the possibility of continuing studying or starting a work activity. We came to the conclusion that the Individual Transition Plans, counting on with the active and responsible involvement of School, Family, Community and the Government, may contribute, in a significant way, to the education and professional guidance of these young people and their employability, that is to say, to a Life After-School, Active, Autonomous and Inclusive.
Authors:	Torres, Zélia
Subject:	Transição para a Vida Pós-Escolar Inclusion Individual Transition Plan Currículos Funcionais Specific Individual Curriculum Functional Curriculums Transition to Life After-School Currículo Específico Individual Inclusão Plano Individual de Transição
Year:	2016
Country:	Portugal
Document type:	master thesis
Identifiers:	ID: 201833590
Access type:	Open
Associated institution:	Repositório Comum, Repositório Comum, Instituto Superior de Educação e Ciências, Repositório Comum, Instituto Superior de Ciências Educativas
Funded project code:	201833590
Language:	Portuguese
Origin:	Repositório Comum

Description
Summary:	The main theme of this research is the Transition Process to Life After-School Students with Special Educational Needs that attended three State Schools, of Basic and Secondary Education, in Rio Maior, Santarém, during the school year 2010/2011. The work was structured into two different and complementary parts. On the first one, the Theoretical Framework, we did a revision of the literature related to the theme in study that was the basis of the Research. On the second part we applied the technique of collecting data with questionnaires to all the participants in the study group: Students with Special Educational Needs and Individual Transition Plans, Special Education Teachers, School Headmasters, Parents/Tutors and the Institutions/Companies where the Pupils carried out their training experiences. The main goal of this research work was to analyze the Transition Process to Life After-School Students with Special Educational Needs attending Schools in Rio Maior, according to the perspective views of The School, The Family and the Community, with the purpose of establishing the crucial factors of the development of the suitable Transition Process to Life After-School. In spite of the many difficulties that subsist in the Transition Process to Life After-School and the insufficient Current Legislation, the results showed that the benefits of the activities developed in training courses to young people with Special Educational Needs are enormous. The development of skills, provided by these training courses, create positive expectations in relation to the future of these youngsters, both personally and professionally, raising the possibility of continuing studying or starting a work activity. We came to the conclusion that the Individual Transition Plans, counting on with the active and responsible involvement of School, Family, Community and the Government, may contribute, in a significant way, to the education and professional guidance of these young people and their employability, that is to say, to a Life After-School, Active, Autonomous and Inclusive.