Ingresso e permanência de alunos com deficiência em universidades públicas brasileiras

• Ano de defesa: 2011
• Autor(a) principal: Castro, Sabrina Fernandes de
• Orientador(a): Almeida, Maria Amélia
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• País: BR
• Palavras-chave em Português: Ensino superior; Acessibilidade; Pessoas com deficiência
• Palavras-chave em Inglês: Special education; Higher education; People with disabilities
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/2878

The arrival of disabled students in higher education is increasingly evident both in Brazilian and worldwide colleges. But is higher education really prepared to receive these students who had so far very limited access to this level of Education? To answer this question this research has been developed with the aim of identify the actions and initiatives of the Brazilian public universities regarding the admission and permanence of students with disabilities in higher education, in order to verify the barriers and facilitators found by these students in higher education daily life. This survey was conducted in 13 Brazilian public universities; the research method is the "field research". For this research have been chosen five different sources of evidence, such as: two questionnaires, two semi-structured documents, informal direct observation and physical artifacts. Survey participants were: 1) The institution chancellor or someone designated by him/her (institutional managers); 2) Institution Coordinator of the admission process or someone assigned; 3) Coordinator of service or assistance program for students with disabilities; and 4) 30 students with disabilities. The main barriers found in the universities were: Architectonics (the inexistence of ramps or inappropriate ramps, out of order walkways, doors and toilets not adapted, lack of signs and references); Communicational (lack of information and translators); Pedagogical (inappropriate pedagogical practices) and; Behavioral (teachers behavior in the classroom, relationship with classmates, disrespect of the reserved parking lots). Some differences found in the surveyed universities were: The Specialized Educational Services developed in UNISUL; The structure and organization of UERN Department of Inclusion and Support and the UFPR Center for People with Special Needs; The changes made in the UERN Library; The USP Handy Guide; UNESC Institutional Legislation; Growth in the number of students with disabilities enrolled; The informative and clear Guide for Applicants with disabilities of the following universities: UFRJ, UDESC, UERN, UNESC, UNISUL, FURB and UNB. What can be observed is that the universities have been developing actions, yet they are not sufficient to keep and allow the student with disability to participate in class. It is hoped that the discussions here suggested collaborate with the subject, and therefore showing possible alternatives to improve the daily lives quality of students with disabilities in higher education in Brazil. Thus, it is hoped that through the dissemination of the results of this research there should have a possibility of implementing actions that will contribute to the students permanence, seeking to influence and raise awareness of the authorities.