Requisitos de acessibilidade para o apoio de aluno surdo na Universidade Federal do Ceará - Campus Russas: estudo de caso de deficiência auditiva

Abstract

Education is a primordial social practice for the inclusion of the individual in society, therefore, it is necessary to devise strategies that shape the education system so that it can contemplate accommodating a larger number of people. Data released in 2021 by the Pesquisa Nacional de Saúde (PNS), which was made public by the Instituto Brasileiro de Geografia e Estatística (IBGE), showed that Brazil, in 2019, had 17,3 million people with some type of disability, where 67,6% of the public interviewed, did not even conclude elementary school, thus showing the low schooling and even the limited access of Persons with Disabilities (PWD) to universities. The use of Assistive Technology (AT) applied to teaching people with disabilities is essential, as they allow this audience to interact more dynamically in the classroom context classroom, positively implying the academic life of the individual and, as a result, reducing the number of dropouts by this group. Additional to ATs, the elicitation of Accessibility Requirements, aimed at preparing recommendations that will provide better conditions for people with or without specific necessity is necessary to allow the establishment of a set of norms that will subsidize the elaboration of materials support used in class. The purpose of this work is based on a case study about people with hearing impairment in the context of the classroom, guided by the participation of the Secretaria de Acessibilidade UFC Inclui, including professors, interpreters, and students of the Universidade Federal do Ceará (UFC). The methodology used in this work consists of applying questionnaires, interviews, and observation aimed at the target audience, to carry out a survey of how the university has applied preventive and inclusive measures to deaf students, as well as the difficulties faced in this process. The study showed that, despite the measures undertaken by the institution as a means of including students with hearing impairment, this is a topic that must be worked on, since there is still resistance to understanding that inclusive actions are not means of facilitation, but mechanisms to promote access and equality. Per finally, this work presented a set of recommendations aimed at accessibility for deaf students, aiming to meet the main factors in the training process.