Envolvimento ativo/positivo da escola, família e comunidade na intervenção de alunos com psicopatologias e Necessidades Educativas Especiais

  • Fernanda Augusta de Freitas Esteves Pereira (Student)

Student thesis: Master's Thesis


The purpose of this project is to study the existing responses in education that can help students with special needs in a effective active life transition. Therefore, the study aims to go through the school response mechanisms along with all the involving community related to these students psychopathology and with special needs. Bearing in mind that these students attend the regular school system in our society, we can find a set of limitations in education that the teacher needs to face, namely the education policy, the school organization, the curriculum organization, human resources/support or material resources/ support and this may lead to the teacher’s discouragement. On the other hand, we can see discouragement/disinterest by the students with special needs toward subjects which contents are vague, with a difficulty level that they can´t keep up with, causing them uprising, disinterest, discouragement and sometimes disruptive behaviour in the classroom. After analyzing results on the scale Child Behavior Checklist (CBCL), skills scales, the results obtained, the level of social activity and school values are within the clinical level parameters, and the total score is also situated the same level. In the Youth Self Report (YSR), the results obtained skills scales, the level of social activity, the values are within the clinical level parameters, and the total score is also on the same level. It is noteworthy that the highest scores / common to all three instruments, are located in attention problems; Hyperactivity / impulsivity; Aggressive behavior; Isolation and / Depression. Comparing the results obtained skills scales (CBCL and YSR) it was found that the values are clinically. After analysis of the interviews and focus groups, the categories of third order were ordered as follows: 1. "Answers that the school offers as educational measures"; 2.Current Legislation for SEN pupils on responses / educational measures "; 3. "Schooling process"; 4. "Implementation and evaluation of educational measures"; 5. "Transition to active life"; 6. "Perception of the student's Future"; 7. "Perspective student face teaching / learning." To conclude the analysis of the interviews, in a way there is a consensus by the CT, the AO and M / EE to the legislation unaware of the level in effect. It is consensual TC, TO, and M / EE, concerning the difficulties of student learning, however, the family (M / EE) desculpabiliza low educational attainment with the lack of motivation for school, with the immaturity of their student with excessive workload. We denote passivity of the family deal with the problem of the student. To emphasize the importance of community responses in supporting the transition to the job market and the relevance of developed academic conten.
Date of Award27 May 2015
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorArmanda Gonçalves (Supervisor)


  • Psychopathology
  • Special needs
  • Educational responses
  • Inclusion


  • Mestrado em Psicologia da Educação

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