Training pathways in the integrated context for disabled students and other atypical conditions

Detalhes bibliográficos
Autor(a) principal: Redig, Annie Gomes
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/35721
Resumo: The present work, based on a review of the specific literature of the area, proposes to discuss the formative itinerary and strategies that can be used to assist in the transition process from school to the independent life of students with disabilities. When we debate the policy of Inclusive Education, one of the challenges is the schooling of young people and adults with disabilities in Primary and Secondary Education. Therefore, the school needs to construct inclusive methodologies that provide this disabled student with possibilities for social and labor insertion, together with adequate schooling that includes aspects related to the construction of knowledge, psychosocial and occupational development. In this direction, we believe that with the elaboration of individualized pedagogical practices linked and organized by documents such as the Individualized Education Plan (IEP) and Individualized Transition Plan (ITP), this training course can be constructed in a way that allows the school transition for independent living to happen in a structured and efficient way.
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spelling Training pathways in the integrated context for disabled students and other atypical conditionsCaminos formativos en el contexto inclusivo para estudiantes con discapacidad y otras condiciones atípicasCaminhos formativos no contexto inclusivo para estudantes com deficiência e outras condições atípicasIndividualized education planIndividualized transition planoSocial and work inclusion.Plan de enseñanza individualizadaPlan individualizado de transiciónInclusión social y laboral.Plano de Ensino IndividualizadoPlano Individualizado de TransiçãoInclusão social e laboral.The present work, based on a review of the specific literature of the area, proposes to discuss the formative itinerary and strategies that can be used to assist in the transition process from school to the independent life of students with disabilities. When we debate the policy of Inclusive Education, one of the challenges is the schooling of young people and adults with disabilities in Primary and Secondary Education. Therefore, the school needs to construct inclusive methodologies that provide this disabled student with possibilities for social and labor insertion, together with adequate schooling that includes aspects related to the construction of knowledge, psychosocial and occupational development. In this direction, we believe that with the elaboration of individualized pedagogical practices linked and organized by documents such as the Individualized Education Plan (IEP) and Individualized Transition Plan (ITP), this training course can be constructed in a way that allows the school transition for independent living to happen in a structured and efficient way.El presente trabajo basado en una revisión de la literatura específica del área se propone discutir el itinerario formativo y estrategias que pueden ser utilizadas para auxiliar en el proceso de transición de la escuela a la vida independiente de alumnos con discapacidad. Cuando discutimos la política de Educación Inclusiva, uno de los desafíos es la escolarización de jóvenes y adultos con discapacidad en la Enseñanza Fundamental II y Medio. Por lo tanto, la escuela necesita construir metodologías inclusivas que proporcionen a ese educando con discapacidad, posibilidades de inserción social y laboral, junto con una escolarización adecuada que contemple aspectos orientados a la construcción de conocimientos, desarrollo psicosocial y laboral. En esa dirección, creemos que con la elaboración de prácticas pedagógicas individualizadas acopladas y organizadas por documentos como el Plan de Enseñanza Individualizada (PEI) y el Plan Individualizado de Transición (PIT), ese itinerario formativo podrá ser construido de forma a posibilitar que la transición de la escuela para la vida independiente se produzca de manera estructurada y eficiente.O presente trabalho com base em uma revisão da literatura específica da área se propõe a discutir o itinerário formativo e estratégias que podem ser utilizadas para auxiliar no processo de transição da escola para a vida independente de alunos com deficiência. Quando debatemos a política de Educação Inclusiva, um dos desafios é a escolarização de jovens e adultos com deficiência no Ensino Fundamental II e Médio. Sendo assim, a escola precisa construir metodologias inclusivas que proporcionem a esse educando com deficiência, possibilidades de inserção social e laboral, juntamente com uma escolarização adequada que contemple aspectos voltados para a construção de conhecimentos, desenvolvimento psicossocial e laboral. Nessa direção, acreditamos que com a elaboração de práticas pedagógicas individualizadas atreladas e organizadas por documentos como o Plano de Ensino Individualizado (PEI) e Plano Individualizado de Transição (PIT), esse percurso formativo poderá ser construído de forma a possibilitar que a transição da escola para a vida independente aconteça de maneira estruturada e eficiente.Universidade Federal de Santa Maria2019-04-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/3572110.5902/1984686X35721Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e45/ 1-19Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e45/ 1-19Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e45/ 1-191984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/35721/35721Copyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessRedig, Annie Gomes2023-05-15T19:05:40Zoai:ojs.pkp.sfu.ca:article/35721Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-05-15T19:05:40Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Training pathways in the integrated context for disabled students and other atypical conditions
Caminos formativos en el contexto inclusivo para estudiantes con discapacidad y otras condiciones atípicas
Caminhos formativos no contexto inclusivo para estudantes com deficiência e outras condições atípicas
title Training pathways in the integrated context for disabled students and other atypical conditions
spellingShingle Training pathways in the integrated context for disabled students and other atypical conditions
Redig, Annie Gomes
Individualized education plan
Individualized transition plano
Social and work inclusion.
Plan de enseñanza individualizada
Plan individualizado de transición
Inclusión social y laboral.
Plano de Ensino Individualizado
Plano Individualizado de Transição
Inclusão social e laboral.
title_short Training pathways in the integrated context for disabled students and other atypical conditions
title_full Training pathways in the integrated context for disabled students and other atypical conditions
title_fullStr Training pathways in the integrated context for disabled students and other atypical conditions
title_full_unstemmed Training pathways in the integrated context for disabled students and other atypical conditions
title_sort Training pathways in the integrated context for disabled students and other atypical conditions
author Redig, Annie Gomes
author_facet Redig, Annie Gomes
author_role author
dc.contributor.author.fl_str_mv Redig, Annie Gomes
dc.subject.por.fl_str_mv Individualized education plan
Individualized transition plano
Social and work inclusion.
Plan de enseñanza individualizada
Plan individualizado de transición
Inclusión social y laboral.
Plano de Ensino Individualizado
Plano Individualizado de Transição
Inclusão social e laboral.
topic Individualized education plan
Individualized transition plano
Social and work inclusion.
Plan de enseñanza individualizada
Plan individualizado de transición
Inclusión social y laboral.
Plano de Ensino Individualizado
Plano Individualizado de Transição
Inclusão social e laboral.
description The present work, based on a review of the specific literature of the area, proposes to discuss the formative itinerary and strategies that can be used to assist in the transition process from school to the independent life of students with disabilities. When we debate the policy of Inclusive Education, one of the challenges is the schooling of young people and adults with disabilities in Primary and Secondary Education. Therefore, the school needs to construct inclusive methodologies that provide this disabled student with possibilities for social and labor insertion, together with adequate schooling that includes aspects related to the construction of knowledge, psychosocial and occupational development. In this direction, we believe that with the elaboration of individualized pedagogical practices linked and organized by documents such as the Individualized Education Plan (IEP) and Individualized Transition Plan (ITP), this training course can be constructed in a way that allows the school transition for independent living to happen in a structured and efficient way.
publishDate 2019
dc.date.none.fl_str_mv 2019-04-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/35721
10.5902/1984686X35721
url http://periodicos.ufsm.br/educacaoespecial/article/view/35721
identifier_str_mv 10.5902/1984686X35721
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/35721/35721
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e45/ 1-19
Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e45/ 1-19
Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e45/ 1-19
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
_version_ 1799944197683281920

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