THE PROCESS OF INCLUSION OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION: A
CASE STUDY AT THE FEDERAL INSTITUTE OF ESPÍRITO SANTO - ALEGRE CAMPUS
Name: LIDIANY MIRANDA FERRAZ
Publication date: 20/12/2023
Examining board:
Name |
Role |
|---|---|
| AMANDA SOARES ZAMBELLI FERRETTI | Examinador Externo |
| ANNOR DA SILVA JUNIOR | Examinador Externo |
| KATIA CYRLENE DE ARAUJO VASCONCELOS | Presidente |
Summary: The research aims to understand how the inclusion process occurs from multiple
perspectives, managers, the pedagogical team, and students with disabilities in higher
education at the Federal Institute of Espírito Santo (Fies) - Alegre campus. For this
investigation, classical and contemporary authors dealing with the topic of diversity and
inclusion, the main legal provisions supporting the inclusion of people with disabilities,
and the historical and legal aspects of higher education in Brazil are used as theoretical
assumptions. In this sense, the research addresses the inclusion of people with
disabilities in the context of higher education based on their experiences while also
considering the viewpoint of managers and the pedagogical team working in this
scenario. The presented theme brings essential elements to the construction of an
inclusive institution and addresses important issues that help understand how the
guarantee of rights supports the access, retention, participation, and learning of
students with disabilities in higher education. To achieve this, qualitative descriptive
research was carried out through a case study, using data collection techniques such
as document analysis, field observation, and semi-structured interviews with the
research subjects. The data was analyzed using reflective thematic analysis, creating
themes and subthemes to guide the discussion. The research indicates that the Fies -
Alegre campus faces budgetary and training challenges to ensure full accessibility for
students with disabilities entering higher education courses. The study also indicates
that discriminatory attitudes and difficulties in physical access are the main
accessibility barriers encountered by people with disabilities on campus, as well as
showing that teachers also face challenges in serving this student population. With the
results of this research, it is possible to understand how the Federal Institution of
Higher Education needs to restructure and reframe its practices to ensure quality
education for its students in an equitable manner.
