Alfaletramento: Plano Individualizado de Transição para um adulto com deficiência intelectual

• Autor(a) principal: Burock, Neuzilene Ferreira Nascimento
• Data de Publicação: 2023
• 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/1/20402
• topic: Individualized Transition Plan; Literacy; Intellectual Disability; Young people and adults; Plano Individualizado de Transição; Alfaletramento; Deficiência Intelectual; Jovens e adultos; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The present study is part of the research context focused on pedagogical practices with young and adult students with intellectual disabilities in the context of the special education from the perspective of inclusive education. It is a single-subject case study from a qualitative perspective. In this regard, the study aimed to analyze the transition process to independent living of an adult with intellectual disabilities through literacy. To achieve this overall objective, the study had two specific objectives: a) Develop an Individualized Transition Plan (ITP) with a focus on teaching reading, writing, and literacy skills for a adult with intellectual disabilities; b) Monitor the implementation of the ITP for a adult student with intellectual disabilities through literacy, aiming at the development of skills for independent living. The research subject is a 31-year-old adult with intellectual disabilities. Data were collected through the development and application of the ITP protocol, using activity planning sheets as instruments, which were used as a field diary, written records, screenshots, and photos of the sessions, in addition to monitoring and guiding the work through an action plan. To gather the subject's prior knowledge and learning needs, Skill Inventories 1 and 2 were developed. As advocated by the ITP development, the entire planning process involved active participation from the subject, taking into account their interests, expectations, existing knowledge, and aspirations. The results indicated that the work carried out through the development of the ITP facilitates the transition through effective learning and the development of important skills for life in society. It enabled a focus on literacy needs considered significant in their life, which contributed to the development of autonomy by making the content meaningful to the individual. The study highlighted that although advancements in public policies for inclusion targeting individuals with intellectual disabilities acknowledge the importance of autonomy, there is a need for targeted work on the development of skills that truly promote learning contributing to a more independent life and better quality of life.