Resumen

FANTACINI, Renata Andrea Fernandes  y  CAMPOS, Juliane Aparecida de Paula Perez. Education completion of students with intellectual disabilities attending youth and adult education. Educ. Puc. [online]. 2017, vol.22, n.2, pp.317-330. ISSN 2318-0870.  https://doi.org/10.24220/P1519-3993-20172202000011.

The aim of the study was to analyze the reasons why students with intellectual disabilities attended Youth and Adult Educationand what factors led them to conclude or give up their studies in this teaching modality. Seven intellectually disabled young people attending Youth and Adult Education in 2012 participated in the study. A semi-structured interview with questions addressing the inclusion of people with intellectual disabilities and their expectations concerning the inclusion process in Youth and Adult Education was used to collect data. After the interview, data were organized into categories of interest and a qualitative analysis of content was conducted. The results showed that only one student managed to complete his studies in Youth and Adult Education. According to the student, several factors contributed to the completion of his studies in this modality, including his interest, dedication and encouragement from others involved. Among the other participants, only one student is still studying, but failed to advance in her studies. It may be concluded that this research is relevant to discuss and reflect on the inclusion of students with intellectual disabilities in the Youth and Adult Education because by analyzing the factors that led these students to complete or give up their studies in this teaching modality, it is possible to suggest the necessary steps to improve access, permanence, and completion of studies.

Palabras clave : Special education; EJA; Inclusion..

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