Inclusão de alunos com deficiência nos cursos de graduação EAD/UAB/UFSM

• Ano de defesa: 2015
• Autor(a) principal: Dillenburg, Andreia Ines
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Inclusão; Permanência; Educação a distância; Ensino superior; Inclusion; Permanence; Distance education; Higher education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7245

This research was developed in the course of Master of the Graduate Program in Education of the Federal University of Santa Maria, in the Research Field in Special Education. The theme that buoyed refers to the inclusion in undergraduate distance courses and presence teaching trying to understand the looks, actions, challenges and perceptions of management on the inclusion of academics who joined the quota B from 2008 to 2014. It was characterized as a qualitative research case study and had as setting and the space the Federal University of Santa Maria and the following courses: Special Education Degree Full Day, Special Education night, Special Education distance education, pedagogy night, pedagogy day, pedagogy distance education, Bachelor Letters, Letters Portuguese distance education and the sectors: Technology Center Educational, Accessibility Center, pro undergraduate rectory and Department of registration and academic control. The data were collected through semi-structured interview recorded and collected in the fields and courses. The study subjects were eight course coordinators (distance and presence teaching) that included students quota B and five sector coordinators. During data collection we tried to map the number of students entering the institution by Affirmative Action quota B in both modes; check the average time of training; check out the related avoidance numbers; understand how the institution is addressing the difficulties of students with disabilities who entered the Affirmative Action quota B and scholars of distance courses have the same conditions of stay in the institution. For the analysis and processing of the data was used content analysis technique second Bardin (2008), triangulation of interviews, theoretical framework and data collection in sectors based on Triviños (1987). It was found as the entry of these students influences the look on people with disabilities, generating challenges, actions, uncertainties and new discoveries. It was also found that respondents agree with regard to the law and the legitimacy of these students step into the academic spaces. Based on the results of the research, we understand the importance that efforts be made to promote actions that materialize, nurture and leverage the inclusive actions targeting the accessibility adjustments, retention and promotion of learning.