The paper presents the results of a survey conducted in two medium sized cities in the state of São Paulo, aimeing to identify and analyze protective processes associated with resilience. The participants were 16 teenagers, aged 14 to 17 years, who were exposed to adversities. This paper presents the results related to 4 adolescents with physical disabilities or deafness who are included in regular schools. An exploratory study was carried out, using semi-structured interviews and visual methods (photographs and videotaped recordings of daily life), which were analyzed according to Grounded Theory. Several aspects were identified regarding: 1) the participants' resilience processes associated to the quality of interpersonal relationships established among themselves, their peers and education professionals, underscoring the teacher interpreters; 2) the use of technology and social media in fostering communication between these students, their friends and family members without disabilities, and 3) the use of coping strategies to deal with pain and physical limitations, aiming for medium term well-being. The paper highlights the importance of working towards promoting a strengthening process for young people with disabilities in order to provide them with a pathway towards educational and social inclusion through reflections on the role played by schools in their lives, so as to promote resilience processes.
Special Education; Resilience; Deafness; Physical Disability; School Inclusion