Programa EAD "Vida Independente" para familiares de jovens e adultos com deficiência intelectual

• Ano de defesa: 2019
• Autor(a) principal: Zutião, Patricia
• Orientador(a): Almeida, Maria Amélia
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Educação Especial; Educação a distância; Família; Jovens e adultos com deficiência intelectual; Currículo funcional natural
• Palavras-chave em Inglês: Special Education; Distance education; Family; Youth and adults with intellectual disabilities; Natural functional curriculum
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/12885

The objective of this study was to evaluate the effects of the online program "Independent Life", which was implemented with families of young people and adults with intellectual disabilities. 10 relatives and their children / relatives, young people / adults with intellectual disabilities aged 17 to 39 years participated in the program. The program was offered in the Distance Learning modality, had national coverage (at least one participant from each geographic region) and had theoretical and practical activities, in which, in addition the discussing of relevant topics, family members planned and implemented teaching of an adaptive activity for young people / adults with intellectual disabilities. Six instruments were used to collect data: initial questionnaire; Support Intensity Scale; Learning Record Protocol; Protocol for the Evaluation of Skills Taught to Youth / Adults with Intellectual Disabilities; Follow-up questionnaire e; Social Validity Questionnaire. The data were analyzed in a qualitative and quantitative way, considering the performance of relatives in the Independent Living Program; performance of young people with ID; and Social Validity of the Study. The data demonstrate that the program was effective in teaching and learning family members of young people / adults with Intellectual Disabilities. Family members demonstrated upward performance in theoretical activities and, in practices, it can be seen that, through the concepts learned, they modified their attitudes and forms of teaching towards their children / family members with intellectual disabilities, providing support only when necessary, which resulted in increasing independence, and consequently decreasing the intensity of support. Such skills learned by young people / adults with intellectual disabilities can help their independence in carrying out other activities of the same or other areas of those that were taught during the program. In general, family members were satisfied with the program and highlighted its importance in their lives and that of their families. Such skills learned by young people / adults with intellectual disabilities can help their independence in carrying out other activities in the same or other areas of those that were taught during the program. In general, family members were satisfied with the program and highlighted its importance in their lives and for their family. It is considered that more programs like this, planned for family members of young people and adults with intellectual disabilities, should be proposed, in order to assist them in the way of teaching, among other things.