Acessibilidade na educação: a inclusão de alunos com deficiência auditiva oralizados no ensino superior

• Ano de defesa: 2024
• Autor(a) principal: Patrícia Dias Salgado
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Surdos oralizados; Ensino superior; Pessoa com deficiência auditiva oralizada; Acessibilidade; Estenotipia; Educação; Deficientes auditivos - Educação; Surdos - Educação; Educação inclusiva; Educação especial; Ensino superior - Inclusão social
• Link de acesso: http://hdl.handle.net/1843/77979

This research focuses on improving accessibility in higher education for oral deaf individuals who rely on speech and speech-reading, rather than sign language, as their primary communication mode. The goal is to identify the most appropriate means of providing these students equal access to course content and social inclusion. The author conducted a bibliographic review of theses and dissertations from CAPES' database to achieve this, from 2018 to 2022. Brazarotto and Speri (2013); Bueno (1998, 2011) and Torres, Mazzoni and Melo (2007) were used as reference authors. After the initial research, the author sought out additional scientific studies to gain a more comprehensive understanding of different approaches to the same subject. Surveys and content analysis were used to gather data for experience reports. After analyzing the data, it was concluded that technology usage varies among people with hearing impairments due to their unique hearing deficits and corresponding needs. They commonly rely on speech and utilize lip reading, subtitles, and visual aids to support communication. During the study, it was observed that the absence of innovative teaching methods and techniques, educational materials, equipment, and assistive technology in universities creates barriers for individuals with disabilities to access and remain in the academic environment; this is a significant factor that contributes to the low percentage of people with disabilities who complete higher education, in addition to their socioeconomic and social conditions. Eliminating informational barriers, providing diversity training to teachers, and dismantling prejudices are key to enabling students with disabilities to succeed in higher education with independence and dignity. A digital book was created to serve as an educational resource on the diversity of deafness, including reports of experiences and tips for good practices in academic settings.