Avaliação das políticas de inclusão e acessibilidade na Universidade Federal do Ceará

Abstract

The access of people with disabilities to Higher Education has been increasing significantly in recent years, mainly from the creation of legal apparatus that aim to include this portion of the population in educational institutions. However, the simple insertion of these students in higher education does not guarantee their permanence, since they need adaptations so that they can have full teaching and learning conditions with quality. Therefore, the research aims to evaluate the inclusion and accessibility policies of the Federal University of Ceará, seeking to understand whether the institution is managing to provide the necessary support for the learning and permanence of students with disabilities. For this research, the experiential evaluation model proposed by Raul Lejano (2012) was used and has an exploratory and qualitative character. To achieve the proposed objectives, a case study was carried out in units of the Benfica campus (Faculty of Education, Humanities Center and Faculty of Economics, Administration, Actuarial and Accounting), where interviews and questionnaires were carried out with undergraduate students with disabilities, teachers, accessibility agents and servers of the accessibility secretariat. For data analysis, the content analysis technique was used. The results showed that most teachers need knowledge about teaching tools and methodologies for students with disabilities, as well as requesting support from the institution. Among the biggest barriers faced by students with disabilities in the teaching and learning process, physical and attitudinal barriers stand out. In addition, students also reported dissatisfaction with the lack of enough interpreters to meet all the University's demand.