<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442021000100249</article-id>
<article-id pub-id-type="doi">10.5902/1984644443012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação acadêmica e vida independente: um diálogo a ser construído]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic education and independent life: a dialogue to be built]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Redig]]></surname>
<given-names><![CDATA[Annie Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442021000100249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442021000100249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442021000100249&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Muito discute-se a inclusão escolar do sujeito com deficiência, mas pouco pensa-se o momento pós-escola, quais estratégias devem ser construídas para que ele termine sua escolarização com condições para esta nova etapa. Nesta direção, o presente artigo tem como finalidade discutir a construção de um Plano Individualizado de Transição, como uma estratégia pedagógica para auxiliar o processo de transição da escola para vida independente para jovens e adultos com deficiência. Este documento configura-se como um instrumento norteador do trabalho do professor, de forma a organizar a ação pedagógica e o atendimento educacional especializado, com o objetivo de auxiliar o processo de transição da escola para vida independente para estudantes com deficiência. Pensando a saída do aluno da escola, de forma que este seja capaz de inserir-se socialmente na comunidade, decidir seu percurso formativo, modalidades de Educação Profissional e inserção no mundo do trabalho. Nesse sentido, conclui-se que a individualização do ensino aliada à acessibilidade pedagógica, uma equipe capacitada e com um trabalho colaborativo, é possível que estes educandos trilhem seus caminhos nos mais diferentes níveis de ensino e vida independente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT There is much discussion about the school inclusion of the disabled subject, but little thought is given to the post-school moment, what strategies should be constructed so that he finishes his schooling with conditions for this new stage. In this direction, this article aims to discuss, through a systematic review of the literature of the area, the construction of an Individualized Transition Plan, as a pedagogical strategy to assist the transition process from school to independent living for youth and adults with disabilities. This document is an instrument that guides the work of the teacher in order to organize the pedagogical action and the specialized educational service, with the purpose of assisting the transition process from school to independent living for students with disabilities. Thinking about the student leaving the school, so that he is able to join socially in the community, decide their training course, vocational courses and insertion in the world of work. Therefore, it is concluded that the individualization of teaching allied to pedagogical accessibility, a skilled team and with a collaborative work, it is possible for these students to walk their paths in the most different levels of teaching and independent life.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Transição]]></kwd>
<kwd lng="pt"><![CDATA[Pessoa com deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Plano Individualizado de Transição]]></kwd>
<kwd lng="en"><![CDATA[Transition]]></kwd>
<kwd lng="en"><![CDATA[Person with disability]]></kwd>
<kwd lng="en"><![CDATA[Individualized Transition Plan]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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