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Abstract(s)
A promoção da autodeterminação dos alunos com ou sem incapacidade tem sido um tema central em diversas áreas, nomeadamente na educação especial.
A autodeterminação refere-se a ações volitivas que permitem ao indivíduo escolher as suas opções e assim manter ou melhorar a sua qualidade de vida. Assim, um comportamento autodeterminado refere-se às ações que são identificadas por quatro caraterísticas: autonomia, autorregulação, pyschologically empowered e autorrealização Wehmeyer (2006).
Muitos autores referem que, por mais grave que sejam as dificuldades das crianças, elas continuam a ter direito a serem o mais autodeterminadas possíveis. Estudos mostram que a promoção de autodeterminação permite de forma positiva o desenvolvimento de competências (sociais, educacionais, emocionais) de sujeitos com dificuldades graves (Wehmeyer, 2003).
Concomitantemente, a autodeterminação é consistente com a filosofia de inclusão dos indivíduos com incapacidades nos diversos contextos em que estão inseridos.
São várias as entidades responsáveis por estimular a autodeterminação nos indivíduos, sendo a escola e a família, pilares fundamentais na vida de uma criança, e consequentemente pela promoção de autodeterminação (Ward, 1998).
No entanto, são escassos os estudos que analisaram o grau de familiaridade que os profissionais e os pais possuem sobre a autodeterminação. É assim objetivo principal desta investigação, tentar perceber quais são as perspetivas dos profissionais e dos pais de crianças com incapacidades, sobre a autodeterminação, através de um estudo quantitativo descritivo exploratório.
No decorrer do estudo serão apresentados e discutidos os resultados, bem como as suas implicações no contexto de educação especial e de ambientes inclusivos.
The promotion of self-determination in students with or without disabilities has been a central theme in several areas, especially in Special Education. Self-determination is referred to volitional actions that allow the individual to make his own choices thus maintaining or improving his quality of life. Therefore, a self-determined behavior refers to the actions that are identified by four characteristics: autonomy, self-regulation, psychologically empowered and self-realization (Wehmeyer, 2006). Several authors state that no matter how serious the difficulties of the children are, they are still entitled to be as self-determined as possible. Studies show that the promotion of self-determination allows a positive skills development (social, educational, emotional) of individuals with serious difficulties (Wehmeyer, 2003). Simultaneously, self-determination is consistent with the philosophy of inclusion of individuals with disabilities in the various contexts in which are inserted. There are several entities responsible for stimulating self-determination in individuals, school and family, the main pillars in the life of children, and consequently by promoting self-determination (Ward, 1998). However, studies that have analyzed the degree of familiarity that professionals and parents have about self-determination are scarce. Therefore, the main objective of this investigation is to try to understand the perspectives of professionals and parents of children with incapacities about self-determination, through a quantitative descriptive exploratory study. During this study, results will be presented and debated, as well as their implications in the context of special education and inclusive environments.
The promotion of self-determination in students with or without disabilities has been a central theme in several areas, especially in Special Education. Self-determination is referred to volitional actions that allow the individual to make his own choices thus maintaining or improving his quality of life. Therefore, a self-determined behavior refers to the actions that are identified by four characteristics: autonomy, self-regulation, psychologically empowered and self-realization (Wehmeyer, 2006). Several authors state that no matter how serious the difficulties of the children are, they are still entitled to be as self-determined as possible. Studies show that the promotion of self-determination allows a positive skills development (social, educational, emotional) of individuals with serious difficulties (Wehmeyer, 2003). Simultaneously, self-determination is consistent with the philosophy of inclusion of individuals with disabilities in the various contexts in which are inserted. There are several entities responsible for stimulating self-determination in individuals, school and family, the main pillars in the life of children, and consequently by promoting self-determination (Ward, 1998). However, studies that have analyzed the degree of familiarity that professionals and parents have about self-determination are scarce. Therefore, the main objective of this investigation is to try to understand the perspectives of professionals and parents of children with incapacities about self-determination, through a quantitative descriptive exploratory study. During this study, results will be presented and debated, as well as their implications in the context of special education and inclusive environments.
Description
Keywords
Autodeterminação Educação especial Inclusão Formação profissional Incapacidades
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação