Ingresso e permanência de alunos com deficiência na UFG/Campus Catalão
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Data
2014-02-26
Autores
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Editor
Universidade Federal de Goiás
Resumo
The present work aimed to understand how the admission and permanence of students with
disabilities has happened in higher education, specifically in undergraduate courses, in
classroom mode, Campus Catalão/UFG, based on an analysis of inclusion policies
implemented in the institution. The time frame covered the period between the years 2003 to
2012, considering that in 2003 the Ministerial Decree 3.284/2003 was published, providing
for accessibility requirements of people with disabilities to instruct the authorization,
recognition of courses and institutions of higher education, as well as for renovation of the
existing ones. Join to this relevant fact, in the same year, the process of expansion of IFES
began. It aimed, among other objectives, to expand ac cess to university and promote social
inclusion. A qualitative research study had as main objective to analyze policies of inclusion
of students with disabilities implemented at UFG. Such research sought through its specific
goals, identify guidelines that regulate the inclusion of students with disabilities, describe
policies implemented to ensure access and permanent of students with disabilities in the UFG
campus in Catalão/GO and understand the achievements and difficulties of inclusion in that
campus. The methodological criteria adopted was a documentary research, as it sought to
examine documents on the subject, found on campus in study. In a complementary manner,
semi-structured interviews with professors of the institution were carried. In order to d iagnose
the accessibility of routes used by the community and the main buildings therein, it was
applied a protocol of physical accessibility. The corpus of documentary analysis consisted of
exam edicts, candidate manuals, student guides and institutional documents found on file. The
data collected regarding students with disabilities, were collected and organized into
categories, based on elements of content analysis. The lack of knowledge by the teachers, as it
should be their practice in the classroom with disabled students and the need to create an
industry to support inclusion for these students, teachers and other employees of the
institution, were also visible in the study. The implementation of the accessibility protocol
provided real data about elements lacking physical accessibility of care, so as to be suitable to
the needs of the new students of the university.
Descrição
Palavras-chave
Inclusão, Alunos com deficiência, Ensino superior, Educação especial, Inclusion, Students with disabilities, Higher education, Special education
Citação
TARTUCI, Tânia Maria. Ingresso e permanência de alunos com deficiência na UFG/Campus Catalão. 2014. 172 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2014.