Projeto ReViOP : Avaliação diagnóstica inicial
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Data
2026-01
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Universidade Lusófona
Resumo
The social inclusion of young people with disabilities or impairments constitutes a central challenge for contemporary educational policies, requiring approaches that integrate education, social justice, and participation. Despite normative advances in the field of Inclusive Education (IE), processes of school exclusion persist, associated with stigmatization, weaknesses in social skills, cognitive difficulties, and limited opportunities for effective participation. At present, IE continues to face several limitations, making investment in pedagogical differentiation and innovation in educational practices increasingly urgent. According to the needs identified by the school community (Multidisciplinary Team for Support to Education and Inclusion/EMAEI) of the Dr. Ginestal Machado school cluster, young people with specific educational needs (SEN), supported under Decree-Law No. 54/2018, frequently present symptoms of emotional maladjustment, mental illness, lack of regular psychological follow-up, high levels of psychotropic medication use, weaknesses in the teaching–learning process, and inappropriate and aggressive attitudes and behaviors. These problems are consistent with the literature indicating that young people with SEN tend to be less accepted by peers, to display deficits in prosocial behaviors, and to demonstrate high levels of negative social behavior (Bryan, 1978; Deshler et al., 1980; Gresham, 1981; Gresham & Reschly, 1987). Therefore, the need for an innovative intervention model is crucial. Within this framework, diagnostic assessment plays a central role as a tool to understand, in an integrated manner, the cognitive, emotional, behavioral, and social dimensions of young people, supporting more tailored, effective, and inclusive interventions. The ReViOP Project – Virtual Reality and Participatory Workshops, developed from February 2025 to February 2028 by the Santa Casa da Misericórdia de Santarém (SCMS) at the Mem Ramires Lower and Upper Secondary School (2nd and 3rd cycles), part of the Dr. Ginestal Machado school cluster in the city of Santarém, emerges as an innovative model for diagnostic assessment and socio-educational intervention in the school context. This is a pilot project at the level of the IE intervention model in the school setting, intended as an innovative response, with the systemic integration of a set of stimulation activities aimed at fostering personal skills, interpersonal socialization, and the strengthening of relationships. The project is aligned with the Sustainable Development Goals (SDGs), namely: SDG 4 – Ensure inclusive, equitable, and quality education and promote lifelong learning opportunities for all; SDG 10 – Reduce inequality within and among countries; and SDG 16 – Promote peaceful and inclusive societies for sustainable development, provide access to justice for all, and build effective, accountable, and inclusive institutions at all levels. ReViOP integrates participatory methodologies and has the general objective of reducing the problem of social exclusion among young people with disabilities or impairments attending the 3rd cycle of education, through the promotion of cognitive, emotional, and relational/social skills, using cognitive stimulation (Virtual Reality/VR) and active participation (Participatory Workshops/PW). The project’s target is to increase positive social behavior by 25%. ReViOP activities, aimed at 45 children and young people with SEN, are organized around two axes: The “I Can” axis, which aims to increase performance in cognitive and executive functions through the use of VR. The “Promoting the WE” axis, which aims to develop personal, civic, and socialization skills through PW. The diagnostic assessment involved 45 students aged between 12 and 16 years, 38 parents/legal guardians, and 67 teachers. It employed several assessment instruments, namely the Quality of Life Scale (WHOQOL-BREF-ID), the Strengths and Difficulties Questionnaire (SDQ) applied to students and parents/legal guardians, the Social Skills Rating System (SSRS-K-6) applied to teachers, as well as neuropsychological assessment instruments (such as the MCR, WISC-III, FCR, WCST), applied to students. The assessment will be developed longitudinally, taking as reference two time points: the beginning, in February 2025 (Phase 0), and the end of the project, in February 2028 (Phase 1), with the aim of validating a model that can be replicated in other schools. This report presents the data from the initial (diagnostic) assessment.
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Palavras-chave
ReViOP PROJECT, EDUCATION, INCLUSIVE EDUCATION, SCHOOL INCLUSION, SPECIAL EDUCATION, VIRTUAL REALITY, CHILDREN, YOUNG PEOPLE, SERVIÇO SOCIAL, INCLUSÃO ESCOLAR, EDUCAÇÃO INCLUSIVA, EDUCAÇÃO ESPECIAL, REALIDADE VIRTUAL, CRIANÇAS, JOVENS, ReViOP PROJETO, SDG 3 - Good Health and Well-being, SDG 16 - Peace, Justice and Strong Institutions, SDG 17 - Partnerships for the Goals, SDG 10 - Reduced Inequalities
Citação
Gameiro, F, Ferreira, P I M, Marques, J, Garcia, A P, Bracons, H & Ramalho, N 2026, Projeto ReViOP : Avaliação diagnóstica inicial. Universidade Lusófona. https://doi.org/10.60543/bcbd3dab-3a19-4b83-8b8c-edf990f5df15