Plano Individualizado de Transição: estratégia pedagógica para alunos com deficiência intelectual

• Autor(a) principal: Pinheiro, Vanessa Cabral da Silva
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17649
• topic: Transition to Adult Life; Intellectual Disability; Individualized Transition Plan; Educação; Deficiência mental; Maturidade; Transição para a Vida Adulta; Deficiência Intelectual; Plano Individualizado de Transição; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The present study is part of the scope of research aimed at pedagogical practices with students with intellectual disabilities from the perspective of school inclusion with regard to their formative path to adult life and their insertion in the labor market. In this direction, the proposal discusses the process of educational transition to the after-school moment, thinking of a training that contemplates aspects that enable the development of skills for inclusion in society in an economically active way. Therefore, the general objective was to investigate the possibilities of applying the Individualized Transition Plan (ITP) in the context of Specialized Educational Assistance (SEA) with a student with intellectual disabilities enrolled in the 9th grade of elementary school in a state school from Rio de Janeiro. It is important to highlight that, in this research, the space we call SEA is not the multifunctional resource room, but an environment for individualized care in order to contemplate aspects that go beyond academic education and the support traditionally offered by SEA. This investigation is inserted in the qualitative bias of the research through a case study based on the assumptions of action research. The data were triangulated through the use of semi-structured interviews with the student subject of the research and her responsible, field diaries with records of each meeting with the student and the Inventory of Interests. The results showed that the ITP, with the purpose of developing career awareness, brought to the student a better understanding of his desires and aptitudes, as well as clarity about what he is capable of being, having and producing, preparing him for post-school life. It also showed that the learning acquired by her through the application of ITP, remained and influenced the student's life beyond school. Finally, that the pedagogical approach based on the employment of the ITP, constituted a promising innovation with regard to the learning process of students with intellectual disabilities. In this sense, we believe that through this research it is possible to rethink the training path of these subjects, giving a new meaning to the processes of curricular differentiation and individualization of teaching in the context of the common school.