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Publication
O acesso dos alunos com transtorno do desenvolvimento intelectual ou físico ao ensino superior
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_37741 | 1.25 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
No Brasil, a inclusão dos alunos com transtornos do desenvolvimento intelectual ou
físico está prevista desde a educação básica ao ensino superior, buscando todos os
segmentos garantir a educação para todos. O presente trabalho de investigação tem
como objetivo geral compreender quais são as condições de acesso dos alunos com
necessidades educativas especiais, provenientes de transtornos do desenvolvimento
intelectual ou físico, sejam pedagógicas ou físicas, nas instituições de ensino superior.
Trata-se de um Estudo de Caso, cuja pesquisa ocorreu em um Instituto de Ensino
Superior do Estado do Maranhão/Brasil. Participaram desta pesquisa, vinte e quatro
professores de um Instituto de Ensino Superior e vinte e dois alunos com transtorno do
desenvolvimento intelectual ou físico que estudam nesta instituição de ensino superior.
Utilizou-se como instrumento de recolha de dados duas entrevistas estruturadas.
Conclui-se que a maioria dos professores do ensino superior possuem pouca ou
nenhuma experiência no processo de inclusão e também não possuem formação que
contemple o aprofundamento de temáticas relacionadas com a área. Concluiu-se ainda
que o processo de acesso dos alunos com transtornos do desenvolvimento intelectual ou
físico ao Ensino Superior, depende das adaptações da estrutura física da instituição e o
planejamento pedagógico das disciplinas, pois é segundo os professores uma
oportunidade de garantir, a efetivação da inclusão. Também foi referida como
dificuldade, a seleção dos alunos ao ingresso ao curso superior. Para os participantes é
importante organizar uma estrutura para selecionar e receber os alunos, isso incluí
também os testes, as provas adaptadas e a estrutura física.
In Brazil, the inclusion of students with intellectual or physical development disorders is expected from basic education to higher education, seeking all segments to guarantee education for all. The present research work has as general objective to understand what are the conditions of access for students with special educational needs, arising from intellectual or physical development disorders, whether pedagogical or physical, in higher education institutions. This is a Case Study, whose research took place at a Higher Education Institute in the State of Maranhão / Brazil. Twenty-four professors from a Higher Education Institute and twenty-two students with intellectual or physical development disorder who study at this higher education institution participated in this research. Two structured interviews were used as a data collection instrument. It is concluded that the majority of higher education teachers have little or no experience in the inclusion process and also do not have training that contemplates the deepening of themes related to the area. It was also concluded that the access process of students with intellectual or physical development disorders to Higher Education, depends on the adaptations of the institution's physical structure and the pedagogical planning of the disciplines, as according to the teachers an opportunity to guarantee, the effectiveness of the inclusion. It was also referred to as difficulty, the selection of students to enter higher education. For participants, it is important to organize a structure to select and receive students, this also includes tests, adapted tests and physical structure.
In Brazil, the inclusion of students with intellectual or physical development disorders is expected from basic education to higher education, seeking all segments to guarantee education for all. The present research work has as general objective to understand what are the conditions of access for students with special educational needs, arising from intellectual or physical development disorders, whether pedagogical or physical, in higher education institutions. This is a Case Study, whose research took place at a Higher Education Institute in the State of Maranhão / Brazil. Twenty-four professors from a Higher Education Institute and twenty-two students with intellectual or physical development disorder who study at this higher education institution participated in this research. Two structured interviews were used as a data collection instrument. It is concluded that the majority of higher education teachers have little or no experience in the inclusion process and also do not have training that contemplates the deepening of themes related to the area. It was also concluded that the access process of students with intellectual or physical development disorders to Higher Education, depends on the adaptations of the institution's physical structure and the pedagogical planning of the disciplines, as according to the teachers an opportunity to guarantee, the effectiveness of the inclusion. It was also referred to as difficulty, the selection of students to enter higher education. For participants, it is important to organize a structure to select and receive students, this also includes tests, adapted tests and physical structure.
Description
Keywords
Inclusão Educação superior Educação especial Transtorno do desenvolvimento intelectual Deficiência física Inclusion Higher education Special education Intellectual development disorder Physical disability