8/11/2019 III Conferncia Anual da Alter_VersoIngls.doc

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Ftima ForretaPhD student in Education, area of expertise: adult training

Education Institute, University of Lis on

mforreta!campus"ul"pt

Language of the presentation: Portuguese

E depois da escola? Percursos de transio para a vida adulta de pessoasclassifcadas com defcincia intelectual 1

School, then what? Pathways or transition to adulthood o individualsclassifed as havin intellectual disa!ility

"!stract#

The aim of this proposal is the presentation of an in progress PhD research that

expects to contribute to the knowledge of the several paths of transition to adulthood of a group of individuals whom, at some point in their lives, were classified as having alower than average intellectual capacity. .

onceptually !uxtaposing youth and intellectual disabilities, this discussion intendsto illustrate the "life worlds# $Pais, %&&'( of young people and adults who haven#t been

born with a known condition of disability were at some point in their lives faced with adiagnosis of intellectual disability, mostly for failing to achieve the standards ofcompulsory schooling. )ccordingly we speak of socially constructed intellectualdisability.

)ssuming that youth is a passage to adulthood, the transition from school to work isof particular relevance to economic independence, presenting itself as one of the classicmarkers of adult status. *n regard to young people with intellectual disabilities,literature stresses existing conditions of life which makes them more vulnerable andmay constrain their emancipatory processes. *n addition to the more common issuessuch as significant limitations in intellectual skills and adaptive behaviour andmarginali+ation, we seek to understand how individuals with intellectual disabilities seethemselves as a deviant category and how the opportunity and sociability becomeconditioned.

nder the methodological framework "life course# this paper seeks to understand theinfluence of structural and cultural changes in the processes of individual transition.*t seeks as well to understand how biographical events such as having been classifiedwith intellectual disabilities, having completed or not compulsory schooling, havingattend a vocational rehabilitation and having entered in the labour market contribute tothe transition to adult status.

Keywords: intellectual disability, youth, life course.

- #hesis oriented y PhD $atlia %lves &IE UL' and PhD %na $unes de %lmeida &I()UL'

mailto:mforreta@campus.ul.ptmailto:mforreta@campus.ul.pt