Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Canal, Sandra |
| Orientador(a): |
Rozek, Marlene,
Santos, Andréia Mendes dos |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Escola de Humanidades
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/9546
|
Resumo: |
This study deals with inclusion in Higher Education and propose to understand how the academic path of students with ASD (Autism Spectrum Disorders) occurs. The research is configured as qualitative, exploratory and uses as data collection tools, the semi-structured interview carried out with the specialized professionals for Support Center for Inclusive Education, teachers and course coordinators of the Pontifical Catholic University of Rio Grande do Sul (PUCRS). The data obtained through semi-structured interviews were analyzed using the Textual Discursive Analysis (TDA), by Moraes and Galiazzi (2011). It was possible to notice that even with some weaknesses, ASD students enter university with help of different supports, such as monitors to help in the entrance exam and post-entrance exam periods, reserved places for study and tests, longer time to perform their academic tasks. It was observed a need for training for all teachers, to work with students with ASD in its various specificities, expanding and building knowledge about their teaching, learning and sociability process. It was evidenced that the university needs to organize the internal actions that already exist to become institutional policies and guarantee the student right, continuing the process of building a solid base in its support network. |
