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O processo de transição dos alunos com necessidades educativas especiais para a vida pós-escolar: um estudo de caso no centro de recursos para inclusão do concelho de Guimarães
| Summary: | The present study aims to characterize the answers provided to students with special needs in the transition to adulthood that are being implemented in the Resource Centre for Inclusion in the municipality of Guimarães and identify the facilitators and barriers of the development and implementation process of Individual Transition Plans. The transition process needs to be planned and worked, as the present and future of young adults are often constrained by the number of opportunities that they were able to access. Therefore, it’s important to assess what resources are available to students with special needs in this process, especially at a time when the country’s financial constrains conditions, whether the education sector, whether the labor market. Given the study theme and aims we chose a study of qualitative and exploratory nature, case study type. For data collection we developed and used an Institution Contextualization Questionnaire and an Interview Script. The sample consists of seven professionals, part of the team that participates in the elaboration and implementation of transition individual plans followed by the Resource Centre for Inclusion, including an employer’s point of view. According to the collected data we can conclude that significant problems occur in the transition process, as the respondents identified a greater number of barriers than facilitators. Regarding the facilitators, we concluded that the partnership between the Resource Centre for Inclusion and the schools represents an added value to the process, as well as the work being done toward putting the students at the center of the process and giving them experience in different vocational areas. Regarding the barriers, the insufficient financial support from the Ministry of Education for the transition process and the lack of structures to support the continuation of the process in the post-school life were highlighted. |
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| Authors: | Amado, Nuno |
| Subject: | Resource Centre for Inclusion Special Needs Processo de Transição Individual Transition Plan Necessidades Educativas Especiais Centro de Recursos para a Inclusão Plano Individual de Transição Transition Process |
| Year: | 2016 |
| Country: | Portugal |
| Document type: | master thesis |
| Identifiers: | ID: 201833735 |
| Access type: | Open |
| Associated institution: | Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências, Repositório Comum |
| Funded project code: | 201833735 |
| Language: | Portuguese |
| Origin: | Repositório Comum |
| Summary: | The present study aims to characterize the answers provided to students with special needs in the transition to adulthood that are being implemented in the Resource Centre for Inclusion in the municipality of Guimarães and identify the facilitators and barriers of the development and implementation process of Individual Transition Plans. The transition process needs to be planned and worked, as the present and future of young adults are often constrained by the number of opportunities that they were able to access. Therefore, it’s important to assess what resources are available to students with special needs in this process, especially at a time when the country’s financial constrains conditions, whether the education sector, whether the labor market. Given the study theme and aims we chose a study of qualitative and exploratory nature, case study type. For data collection we developed and used an Institution Contextualization Questionnaire and an Interview Script. The sample consists of seven professionals, part of the team that participates in the elaboration and implementation of transition individual plans followed by the Resource Centre for Inclusion, including an employer’s point of view. According to the collected data we can conclude that significant problems occur in the transition process, as the respondents identified a greater number of barriers than facilitators. Regarding the facilitators, we concluded that the partnership between the Resource Centre for Inclusion and the schools represents an added value to the process, as well as the work being done toward putting the students at the center of the process and giving them experience in different vocational areas. Regarding the barriers, the insufficient financial support from the Ministry of Education for the transition process and the lack of structures to support the continuation of the process in the post-school life were highlighted. |
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