The Transition Into Adult Life Questionnaire of Students With Special Educational Needs - Training Paths in the Portuguese Educational System: Construction and Validation

FÂNZERES, Luís; CRUZ-SANTOS, Anabela; SANTOS, Sofia

doi:10.1590/1980-54702020v26e0158

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Research Report • Rev. bras. educ. espec. 26 (3) • Jul-Sep 2020 • https://doi.org/10.1590/1980-54702020v26e0158 copy

The Transition Into Adult Life Questionnaire of Students With Special Educational Needs - Training Paths in the Portuguese Educational System: Construction and Validation² 2 This work is funded by CIEd - Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

The transition into adult life (TAL) is an emerging theme in educational research and practice, with few responses to societal challenges arising from the relationship between academic curriculum and the labor market. The evaluation of its quality lacks instruments. Therefore, the aim of this paper was to describe the construction of the TAL questionnaire - training paths built for the purpose to analyze its psychometric properties. The questionnaire was administered at national level to 616 professionals in five dimensions: TAL; Adequations in the Learning Process; Training Paths - Education and Training Courses (ETC); Training Paths - Individual Transition Plan (ITP); TAL in relation to the Labor Market. Reliability for internal consistency has a total Cronbach’s alpha of .94. Exploratory factor analysis demonstrated the suitability of the model, explaining 44.02% of the total variance. The questionnaire seems to be a valid tool for collecting information about TAL, and students’ career prospects. The school does not seem to have the ideal conditions, and a greater articulation with the companies is essential. The need for more specialized resources training required the construction of an organizational model, supported by the articulation and complementarity in the process, role and responsibilities of the intervening actors.

KEYWORDS:
Special Educational Needs; Transition to Adult Life - Special Educational Needs; TAL Questionnaire - Validation

Dimension	α	no. of items	n	If item excluded
Dimension 1: TAL	.92	33	616
Dimension 2: Learning process adaptations	.75	6	616
Dimension 3: ETC training paths	.78	18	298	.79
Dimension 4: ITP training paths	.89	26	199
Dimension 5: TAL in relation to the Labor Market	.90	27	616
Total	.94	110	616

Variant	M±DP	DIM1	DIM2	DIM3	DIM4	DIM5
Dimension 1: TAL	3.60±.30	1	--	--	--	--
Dimension 2: Learning process adaptations	3.04±.28	.29**	1	--	--	--
Dimension 3: ETC training paths	3.30±.45	.24**	.15**	1	--	--
Dimension 4: ITP training paths	3.43±.30	.32**	.15**	.31**	1	--
Dimension 5: TAL in relation to the Labor Market	3.51±.30	.48**	.31**	.30**	.53**	1

Items	Factors				h²
Items	I	II	III	IV
2.2 a) Improvement of specialized resources.	.57				.35
2.2 b) More support offer	.60				.37
2.2 d) School Community receptivity.	.59				.45
2.3.1 a) Involvement of student and parents.	.68				.47
2.3.1 c) Clear educational strategies (content, active students, decision).	.57				.41
2.3.1 d) Profile Skills practical experiences.	.63				.45
2.3.1 e) Open options and clear information (job opportunities, financial independence).	.63				.46
2.3.2 a) Existence of a support network (ensure cooperation).	.61				.41
2.3.2 b) Explicit definition of tasks.	.64				.44
2.3.2 c) Strengthen vocational guidance services.	.47				.29
2.3.2 d) Complementary training.	.62				.45
2.3.2 e) Involvement of employers and employment organizations.	.59				.40
2.3.3 a) Building networks (social and professional).	.71				.53
2.3.3 b) Define creative measures (strategies to overcome).	.69
2.3.3 c) Increase the dual system (combine theory and practice).	.69				.51
2.3.3 d) Flexible organization and training measures (preparatory years, vocational training before employment ...).	.48				.29
2.3.3 e) Improve communication in the sector: the labor market at school.	.64				.46
2.3.3 f) Monitoring: after moving to the world of work.	.62				.42
2.3.3 g) Support measures: personal, material, financial and technical resources.	.57				.38
2.3.4 b) Adequate guidance.	.55				.40
2.3.4 c) Flexible support.	.53				.35
2.3.4 d) Reference/Support Person (transition process).	.47				.37
2.3.4 e) Collaboration of families.	.59				.47
2.3.4 f) Monitoring.	.64				.50
3.1 b) Aspirations and desires of the young.	.64				.46
4.3 d) The training offers correspond to the needs of these young people during the transition to the labor market.				.32	.33
4.3 e) Inclusion of young people with SEN in the ETC.
4.3 g) Enable further studies.
4.3 h) With a diploma but with difficulties in finding a stable job.				.48	.37
4.3 i) Students' expectations about these courses are realized.				.34	.32
4.4 d) Need to ensure equal opportunities with regard to gender, culture and geographical location.				.44	.30
4.5.1a) It is closely related to the Individual Educational Plan.		.44			.30
4.5.1 b) Focus on issues related to employment and adult life.		.43			.44
4.5.1 c) Includes tools and methods for the adequate TAL.		.36			.49
4.5.1 d) Ensures equal opportunities (gender, socio-cultural level and geographical location).			.78		.67
4.5.1 e) Ensures a fair evaluation process.				.75	.59
4.5.1 f) Promotes the post-school transition to the exercise of a professional activity with adequate professional insertion.			.75		.59
4.5.1 g) Prepared 2-3 years before the end of compulsory education.			.72		.53
4.5.1 h) Must guarantee an evaluation process, through a professional designated for the purpose.		.36			.30
4.5.1 j) The student as an active part in his/her training process.		.64			.43
4.5.1 k) It must foster professional and attitudinal skills that facilitate his/her decision making.		.68			.49
4.5.2 a) Data collected in the preparatory phase of TAL should reproduce expectations, motivation, desires and abilities of the young person and family.			.72		.53
4.5.2 c) Training options based on interests, abilities and professional opportunities.		.69			.55
4.5.2 d) It must foster professional and attitudinal skills that facilitate his/her decision making.		.67			.52
4.5.2 e) The student as an active part in his/her training process.		.74			.56
4.5.2.1 a) Social skills for family and community insertion.		.63			.46
4.5.2.1 b) Competence to exercise an occupational activity.		.75			.61
4.5.2.1 c) Competence to exercise a professional activity.		.53			.31
4.5.3 a) Goals to be achieved and defined dates.		.74			.57
4.5.3 b) Specific actions to be taken to achieve these goals.		.77			.62
4.5.3 c) Identification of intervening actors, their roles and responsibilities.		.72			.60
4.5.3 d) Objectives, contents, strategies and resources vs. defined areas.		.63			.44
4.5.3 e) Level of articulation between these areas.		.66			.47
4.5.3 f) Protocols with institutions and/or companies.				.50	.30
4.5.3 g) Criteria, instruments, intervening actors and moments of evaluation.				.50	.35
5.1 b) The professional certification of students with SEN.				.60	.38
5.1 c) A process must be initiated at the School.				.50	.35
5.1d) Sensitizing the local business tissue.				.60	.38
5.1 e) Collaboration of families.				.63	.45
5.2 a) Adequate professional training.				.63	.45
5.2 b) Articulation between the school and employers.				.58	.39
5.2 c) Create local network with partners (school, employers, families…).				.66	.55
5.2 e) Dissemination of innovative projects at a local level.				.70	.54
5.2 f) Reinforce support mechanisms for unemployed youth and for their first job to enter the labor market.				.66	.49
5.2 g) Create protective labor legislation for young workers, promoting the rapid transition to safer contractual models.				.53	.39
5.3 a) Increases the chances of the young person getting a sustainable job.				.60	.42
5.3 b) Compares the interests, desires, motivations, competences, attitudes and capacities of the young person with the demands of the profession.				.60	.53
5.3 c) Provides a successful situation for young people and employers.			.60		.44
5.3 d) Provides a clear analysis of the young person's possibilities and a consequent professional career plan.			.75		.60
5.3 e) Focus on transition issues on employment and adult life.			.71		.53
5.3 f) Enables greater collaboration by the local community.			.81		.67
5.4 a) Prepared two or three years before the end of compulsory education.			.67		.54
5.4 b) Focus on transitional issues on employment and adult life.			.60		.50
5.4 c) Includes tools and methods for an appropriate transition for young people.		.46			.31
5.4 d) Need to ensure equal opportunities with regard to gender, culture and geographical location.			.58		.51
5.4 e) It must guarantee an evaluation process, through a multidisciplinary team designated for the purpose.			.70		.56
5.4 f) The student's training options must be based on interests, abilities and professional opportunities.		.58		.36	.50
5.4 g) It should foster professional and attitudinal skills that facilitate his/her decision making.		.50		.44	.46

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