Banca de DEFESA: POLLYANNA DE ARAUJO FERREIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : POLLYANNA DE ARAUJO FERREIRA
DATE: 12/05/2026
TIME: 14:00
LOCAL: Auditório 01 do NEPSA II
TITLE:

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KEY WORDS:

Autism Spectrum Disorder (ASD); Individual Transition Plan (ITP); socio behavioral skills; vocational education.

PAGES: 280
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Scientific studies indicate that the implementation of the Individualized Transition Plan (ITP), combined with the development of socio-behavioral competencies, constitutes an important predictor of labor market inclusion for individuals with Autism Spectrum Disorder (ASD). Within this context, the general objective of this study was to evaluate the effects of a pedagogical training course focused on the ITP in promoting pedagogical practices aimed at developing socio-behavioral competencies essential for the inclusion of students with ASD in the world of work. The research was conducted at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) and adopted a participatory action research approach. The study involved seven teachers and seven members of the specialized educational support team from the Center for Assistance to People with Specific Educational Needs (NAPNE), who were responsible for supporting students with ASD enrolled in Integrated Upper Secondary Education, across two campuses of the institution. The study was developed in three stages. In the first stage, semi-structured interviews were conducted to identify participants’ prior knowledge of the ITP and of planning the school-to-work transition. In the second stage, a professional development course entitled “Individualized Transition Plan (ITP): From Upper Secondary Education to Work in the Context of Schooling Students with Autism” was designed and delivered. The third stage consisted of a focus group in which participants discussed planning the transition of students with ASD to the world of work and developed an ITP proposal adapted to the IFRN context, as well as an instrument for assessing socio-behavioral competencies related to professional inclusion. The results revealed a lack of prior knowledge about the ITP and a scarcity of systematized professional practices directed toward students with ASD at IFRN, which contributed to limited pedagogical actions aimed at developing socio behavioral competencies. Participation in the training course expanded participants’ theoretical and practical knowledge of the ITP and strengthened their understanding of the importance of socio-behavioral competencies in planning the school-to-work transition. Finally, the focus group promoted collective reflection on institutional challenges, possibilities, and pathways, resulting in the development of an ITP proposal and a socio-behavioral competency assessment instrument adapted to the IFRN context. Overall, the findings indicate that the training pathway contributed to strengthening school-to-work transition planning, with an emphasis on students’ individual needs and potential, collaborative work between general education teachers and the NAPNE team, and articulation among school, family, and companies.

COMMITTEE MEMBERS:
Externa à Instituição - MARIA PAULA MELLO
Externo à Instituição - ANNIE GOMES REDIG - UERJ
Presidente - 1545096 - DEBORA REGINA DE PAULA NUNES
Interna - 3144003 - GESSICA FABIELY FONSECA
Interna - 3063485 - KATIA REGINA LOPES COSTA
Interna - 4546604 - KATIENE SYMONE DE BRITO PESSOA DA SILVA
Externa à Instituição - MÁRCIA DENISE PLETSCH - UFRRJ