Programa de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/8121 |
Resumo: | The higher education is increasingly a prerequisite for independence aiming for adulthood of young people today. Researchers have pointed out the importance of participation of young people with intellectual disability (ID) in this level of education so that they have better quality of life as adults. In this context, the general main purpose of this research is to analyze the effects of a Transitional Program for Adult Life in University Environment which aims to provide learning experiences for young people’s lives with ID. In order to make this study effective, it was implemented the Programa Próximos Passos (Next Steps Program), a transitional program for adult life in university environment at a University Center in the Metropolitan Region of Campinas (MRC), State of São Paulo. The study involved: four students with ID (two males and two females), aged between 18 and 26 years; nine teachers of special subjects and eighteen teachers of regular subjects from the University Center; and thirty-two tutors, higher education volunteer students, aged between 18 and 44 years. The study was characterized as experimental research, and, in order to make the aims effective, the following data collect tools were used: Support Intensity Scale (SIS); Field Diary Protocol; Activity Performance Registration Protocol for AB design and Mobile Criterion with Baseline and Interventions; and Social Validity questionnaire, which aimed to analyze the perceptions of teachers and tutors in the degree of satisfaction and importance of the program to increase the independence of the students with ID in higher education. Data were analyzed considering the performance of the participants in the Baseline Steps and Interventions of the experimental study. The results indicated that there was a gradual increase in the process of independence of the students with ID in higher education, with higher performance of activities relating to special subjects (learning throughout the life, employment, activities of daily living and social life) followed by academic subjects. The four students who participated in the program maintained the level of independence in the minimum average expected or above during the interventions performed on special subjects. In regular subjects, three of the four participating students remained at the minimum expected average or above, and only one student had difficulties in academic settings. These aspects were worked by teachers of special and regular subjects along with students with ID, with the help of tutors. Thus, this study showed possibilities for students with ID participate in programs in university environment. Because it is a very little-explored area on the national perspective, it is suggested further research in the area, as well as training programs for teachers and tutors aimed at promoting academic repertoire of students with ID in the university environment. |
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Lopes, Betania Jacob StangeAlmeida, Maria Améliahttp://lattes.cnpq.br/0316944549621648http://lattes.cnpq.br/9395659287804955d05aceaa-7536-4674-ada7-051b6eea5ef72016-10-21T12:20:34Z2016-10-21T12:20:34Z2016-02-25LOPES, Betania Jacob Stange. Programa de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário. 2016. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8121.https://repositorio.ufscar.br/handle/ufscar/8121The higher education is increasingly a prerequisite for independence aiming for adulthood of young people today. Researchers have pointed out the importance of participation of young people with intellectual disability (ID) in this level of education so that they have better quality of life as adults. In this context, the general main purpose of this research is to analyze the effects of a Transitional Program for Adult Life in University Environment which aims to provide learning experiences for young people’s lives with ID. In order to make this study effective, it was implemented the Programa Próximos Passos (Next Steps Program), a transitional program for adult life in university environment at a University Center in the Metropolitan Region of Campinas (MRC), State of São Paulo. The study involved: four students with ID (two males and two females), aged between 18 and 26 years; nine teachers of special subjects and eighteen teachers of regular subjects from the University Center; and thirty-two tutors, higher education volunteer students, aged between 18 and 44 years. The study was characterized as experimental research, and, in order to make the aims effective, the following data collect tools were used: Support Intensity Scale (SIS); Field Diary Protocol; Activity Performance Registration Protocol for AB design and Mobile Criterion with Baseline and Interventions; and Social Validity questionnaire, which aimed to analyze the perceptions of teachers and tutors in the degree of satisfaction and importance of the program to increase the independence of the students with ID in higher education. Data were analyzed considering the performance of the participants in the Baseline Steps and Interventions of the experimental study. The results indicated that there was a gradual increase in the process of independence of the students with ID in higher education, with higher performance of activities relating to special subjects (learning throughout the life, employment, activities of daily living and social life) followed by academic subjects. The four students who participated in the program maintained the level of independence in the minimum average expected or above during the interventions performed on special subjects. In regular subjects, three of the four participating students remained at the minimum expected average or above, and only one student had difficulties in academic settings. These aspects were worked by teachers of special and regular subjects along with students with ID, with the help of tutors. Thus, this study showed possibilities for students with ID participate in programs in university environment. Because it is a very little-explored area on the national perspective, it is suggested further research in the area, as well as training programs for teachers and tutors aimed at promoting academic repertoire of students with ID in the university environment.A educação de nível superior é cada vez mais um pré-requisito para a independência visando à vida adulta dos jovens na atualidade. Pesquisadores têm apontado a importância da participação de jovens com deficiência intelectual (DI) nesse nível de ensino para que eles tenham melhor qualidade de vida quando adultos. Nesse contexto, insere-se o objetivo geral desta pesquisa, que é analisar os efeitos de um Programa de Transição para a Vida Adulta no Ambiente Universitário que tem como finalidade propiciar experiências de aprendizagem para a vida dos jovens com DI. Para efetivação do estudo, foi implementado o Programa Próximos Passos em um centro universitário no interior do estado de São Paulo. Participaram da pesquisa: quatro estudantes com DI, sendo dois do gênero masculino e dois do feminino, com idade variando entre 18 a 26 anos; nove professores de professores de disciplinas regulares e dezoito professores de disciplinas regulares do Centro Universitário; e trinta e dois tutores, estudantes do Ensino Superior. O estudo foi caracterizado como pesquisa experimental e empregaram-se como instrumentos de coleta de dados: Escala Intensidade de Apoio (SIS), Protocolo de Diário de Campo, Protocolo de Registro de Desempenho de Atividades para o delineamento AB e Critério Móvel com Linha de Base e Intervenções, e Questionário de Validade Social. Os dados foram analisados considerando o desempenho dos participantes nas etapas de Linha de Base e Intervenções do estudo experimental. Os resultados indicaram que o desempenho dos participantes foi satisfatório em cada fase da pesquisa e nas aprendizagens em todo o processo de intervenção. Houve aumento gradual no nível de independência dos alunos com DI, com destaque nos professores de disciplinas regulares (aprendizagens ao longo da vida; emprego; atividades de vida diária; e vida social) seguidas das disciplinas acadêmicas. Os quatro estudantes que participaram do estudo mantiveram o nível de independência na média mínima prevista ou acima dela durante as intervenções realizadas pelos professores de disciplinas regulares. Nas disciplinas regulares, três, dos quatro estudantes participantes, alcançaram a média mínima prevista ou acima dela, e apenas um estudante apresentou dificuldades nas disciplinas regulares do curso. Observou-se que o Planejamento Centrado no Aluno associado às estratégias utilizadas pelos professores e apoio dos tutores na realização das atividades acadêmicas e sociais também contribuíram para o desenvolvimento e independência de cada participante. Dessa forma, o presente estudo apresentou possibilidades de alunos com DI participarem em programas no ambiente universitário com resultados satisfatórios. Por se tratar de uma área pouco explorada no panorama nacional, sugerem-se outras pesquisas na área, bem como programas de capacitação para professores e tutores visando à promoção do repertório acadêmico dos alunos com DI no ambiente universitário.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação especialDeficiência intelectualEnsino superiorTransição para a vida adultaPlanejamento centrado no alunoSpecial educationIntellectual disabilityHigher educationTransition to adulthoodLearner-centered planningExperimental designCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOPrograma de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitárioTransition program to adult life of young people with intellectual disability in the university environmentinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnline6006000f8596ac-a905-4070-851b-9f11cbadabf3info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTeseBJSL.pdfTeseBJSL.pdfapplication/pdf8802251https://repositorio.ufscar.br/bitstream/ufscar/8121/1/TeseBJSL.pdf24cd4056d2d595d58504ab5b905a5d11MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/8121/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTTeseBJSL.pdf.txtTeseBJSL.pdf.txtExtracted texttext/plain503787https://repositorio.ufscar.br/bitstream/ufscar/8121/3/TeseBJSL.pdf.txt01a7e4035b153e2ef18c31a58d95ef5eMD53THUMBNAILTeseBJSL.pdf.jpgTeseBJSL.pdf.jpgIM Thumbnailimage/jpeg7068https://repositorio.ufscar.br/bitstream/ufscar/8121/4/TeseBJSL.pdf.jpg4615a0ae45e349d57386308f1d1aec14MD54ufscar/81212023-09-18 18:31:03.568oai:repositorio.ufscar.br:ufscar/8121TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvciAoZXMpIG91IG8gdGl0dWxhciBkb3MgZGlyZWl0b3MgZGUgYXV0b3IpIGNvbmNlZGUgw6AgVW5pdmVyc2lkYWRlCkZlZGVyYWwgZGUgU8OjbyBDYXJsb3MgbyBkaXJlaXRvIG7Do28tZXhjbHVzaXZvIGRlIHJlcHJvZHV6aXIsICB0cmFkdXppciAoY29uZm9ybWUgZGVmaW5pZG8gYWJhaXhvKSwgZS9vdQpkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlCmVtIHF1YWxxdWVyIG1laW8sIGluY2x1aW5kbyBvcyBmb3JtYXRvcyDDoXVkaW8gb3UgdsOtZGVvLgoKVm9jw6ogY29uY29yZGEgcXVlIGEgVUZTQ2FyIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28KcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBhIFVGU0NhciBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgYSBzdWEgdGVzZSBvdQpkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcwpuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0byBkYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG7Do28sIHF1ZSBzZWphIGRlIHNldQpjb25oZWNpbWVudG8sIGluZnJpbmdlIGRpcmVpdG9zIGF1dG9yYWlzIGRlIG5pbmd1w6ltLgoKQ2FzbyBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gY29udGVuaGEgbWF0ZXJpYWwgcXVlIHZvY8OqIG7Do28gcG9zc3VpIGEgdGl0dWxhcmlkYWRlIGRvcyBkaXJlaXRvcyBhdXRvcmFpcywgdm9jw6oKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFVGU0NhcgpvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUKaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBURVNFIE9VIERJU1NFUlRBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBVRlNDYXIsClZPQ8OKIERFQ0xBUkEgUVVFIFJFU1BFSVRPVSBUT0RPUyBFIFFVQUlTUVVFUiBESVJFSVRPUyBERSBSRVZJU8ODTyBDT01PClRBTULDiU0gQVMgREVNQUlTIE9CUklHQcOHw5VFUyBFWElHSURBUyBQT1IgQ09OVFJBVE8gT1UgQUNPUkRPLgoKQSBVRlNDYXIgc2UgY29tcHJvbWV0ZSBhIGlkZW50aWZpY2FyIGNsYXJhbWVudGUgbyBzZXUgbm9tZSAocykgb3UgbyhzKSBub21lKHMpIGRvKHMpCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzCmNvbmNlZGlkYXMgcG9yIGVzdGEgbGljZW7Dp2EuCg==Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:03Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Programa de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário |
dc.title.alternative.eng.fl_str_mv |
Transition program to adult life of young people with intellectual disability in the university environment |
title |
Programa de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário |
spellingShingle |
Programa de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário Lopes, Betania Jacob Stange Educação especial Deficiência intelectual Ensino superior Transição para a vida adulta Planejamento centrado no aluno Special education Intellectual disability Higher education Transition to adulthood Learner-centered planning Experimental design CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Programa de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário |
title_full |
Programa de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário |
title_fullStr |
Programa de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário |
title_full_unstemmed |
Programa de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário |
title_sort |
Programa de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário |
author |
Lopes, Betania Jacob Stange |
author_facet |
Lopes, Betania Jacob Stange |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9395659287804955 |
dc.contributor.author.fl_str_mv |
Lopes, Betania Jacob Stange |
dc.contributor.advisor1.fl_str_mv |
Almeida, Maria Amélia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0316944549621648 |
dc.contributor.authorID.fl_str_mv |
d05aceaa-7536-4674-ada7-051b6eea5ef7 |
contributor_str_mv |
Almeida, Maria Amélia |
dc.subject.por.fl_str_mv |
Educação especial Deficiência intelectual Ensino superior Transição para a vida adulta Planejamento centrado no aluno |
topic |
Educação especial Deficiência intelectual Ensino superior Transição para a vida adulta Planejamento centrado no aluno Special education Intellectual disability Higher education Transition to adulthood Learner-centered planning Experimental design CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Special education Intellectual disability Higher education Transition to adulthood Learner-centered planning Experimental design |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The higher education is increasingly a prerequisite for independence aiming for adulthood of young people today. Researchers have pointed out the importance of participation of young people with intellectual disability (ID) in this level of education so that they have better quality of life as adults. In this context, the general main purpose of this research is to analyze the effects of a Transitional Program for Adult Life in University Environment which aims to provide learning experiences for young people’s lives with ID. In order to make this study effective, it was implemented the Programa Próximos Passos (Next Steps Program), a transitional program for adult life in university environment at a University Center in the Metropolitan Region of Campinas (MRC), State of São Paulo. The study involved: four students with ID (two males and two females), aged between 18 and 26 years; nine teachers of special subjects and eighteen teachers of regular subjects from the University Center; and thirty-two tutors, higher education volunteer students, aged between 18 and 44 years. The study was characterized as experimental research, and, in order to make the aims effective, the following data collect tools were used: Support Intensity Scale (SIS); Field Diary Protocol; Activity Performance Registration Protocol for AB design and Mobile Criterion with Baseline and Interventions; and Social Validity questionnaire, which aimed to analyze the perceptions of teachers and tutors in the degree of satisfaction and importance of the program to increase the independence of the students with ID in higher education. Data were analyzed considering the performance of the participants in the Baseline Steps and Interventions of the experimental study. The results indicated that there was a gradual increase in the process of independence of the students with ID in higher education, with higher performance of activities relating to special subjects (learning throughout the life, employment, activities of daily living and social life) followed by academic subjects. The four students who participated in the program maintained the level of independence in the minimum average expected or above during the interventions performed on special subjects. In regular subjects, three of the four participating students remained at the minimum expected average or above, and only one student had difficulties in academic settings. These aspects were worked by teachers of special and regular subjects along with students with ID, with the help of tutors. Thus, this study showed possibilities for students with ID participate in programs in university environment. Because it is a very little-explored area on the national perspective, it is suggested further research in the area, as well as training programs for teachers and tutors aimed at promoting academic repertoire of students with ID in the university environment. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-10-21T12:20:34Z |
dc.date.available.fl_str_mv |
2016-10-21T12:20:34Z |
dc.date.issued.fl_str_mv |
2016-02-25 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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dc.identifier.citation.fl_str_mv |
LOPES, Betania Jacob Stange. Programa de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário. 2016. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8121. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/8121 |
identifier_str_mv |
LOPES, Betania Jacob Stange. Programa de transição para a vida adulta de jovens com deficiência intelectual em ambiente universitário. 2016. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8121. |
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https://repositorio.ufscar.br/handle/ufscar/8121 |
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openAccess |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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