O processo de inclusão de pessoas com deficiência nas instituições de ensino superior de Maceió

• Ano de defesa: 2010
• Autor(a) principal: Viana, Marcia Rafaella Graciliano dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Educação; UFAL
• Palavras-chave em Português: Inclusão educacional; Ensino superior; Pessoas com deficiência; Educação especial; Educational inclusion; Higher education; Disabled people; Special education; Inclusive education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/2187

This study aimed to analyze the process of inclusion of persons with disabilities in higher education institutions in Maceió. The methodology used on the research is of qualitative character. It allows to explore the different views and experiences on the studied subject. Aware of the interview's importance in a qualitative research it was defined as an instrument of this study the semi-structured interview, which allowed the interviewer's mediation, allowing their interference and in some moments, as when the respondent withdrew from the research object or when it was necessary to modify the order of questions or even to delete and add others.The semi-structured interview also allows the researcher to motivate the respondent to delve deeper into a topic of interest to the study. We interviewed 14 students with disabilities properly enrolled in degreebased courses located in the capital of Alagoas, and we used a qualitative descriptive technique to analyze the results of participants' speech research, believing that using this strategy would help in understanding the study context, namely: the inclusion in higher education.With this technique it was possible to characterize certain situations and provide a description demonstrating the richness of what is happening with this population. We note that even having the right to use special resources for access to the higher education, much remains to be done to ensure the effective inclusion in this educational level. It is necessary to overcome the physical, structural, organizational and attitudinal barriers which hinder these students stay after admission. It was also possible to identify the ways and strategies found and pointed out by the academics to address issues of pedagogical practice, infrastructure, interpersonal relations and related with their special needs.We demonstrated, finally, that the higher education institutions of Maceió are not yet prepared to guarantee the rights of all to access knowledge during their stay at the undergraduate nor act against any forms of exclusion and discrimination for these people in the academic environment.