Quando as exceções desafiam as regras: vozes de pessoas com deficiência sobre o processo de inclusão no ensino superior

• Ano de defesa: 2011
• Autor(a) principal: Nascimento, Vera Creusa de Gusmão do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Educação; Programa de Pós Graduação em Educação; UFPB
• Palavras-chave em Português: Deficiência; Exclusão e Inclusão; Ensino Superior; Disability; Inclusion; Higher education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/4647

This research focuses on the experience of inclusion of people with disability in higher education. It aims at exploring these experiences in order to identify factors that help or hinder access and permanence of university students with disabilities in the university. This theme is still underexplored in the current political panorama, mainly in what concerns to experiences of participation in academy life by listening to the voices of students with disabilities themselves. This study is am exploratory and descriptive research that intends to provoke reflection on the process of inclusion at higher education. For this purpose, eight students from different higher education institutions in Recife/PE and João Pessoa/PB have been listened to. The population consists of one male and one female who have the same disability, including, are people with mental handicap, visual impairment, physical disability and hearing problems. Findings show that (a) the person with disability him/herself are persistent, tenacious and persevering to accomplish their objective and overcome barriers; (b) families play a relevant role in the process of supporting the basic education and for accessing higher degrees; (c) due to prejudice and marginalization people with disability tend to delay their basic education schooling, therefore, they initiate also late graduate courses and (d) the percentage of university students with disabilities in higher education is still very low and the face several and continuous barriers of physical access, attitudinal barriers, communication and information barriers as well as pedagogical ones. The study also shows that, at institutional level there are some isolated initiatives to respond to the needs of this group and that inclusive education policy helps to combat exclusion.