The right to go, come and interact in higher education: where are accessibility and inclusion?

• Autor(a) principal: Batista, Maria do Carmo de Souza
• Data de Publicação: 2018
• Outros Autores: Silva, Lázara Cristina da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação e Políticas em Debate
• Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/47522
• topic: Desconstrução de barreiras; Políticas de acessibilidade; Educação inclusiva; Educação Especial; Acessibilidade na educação superior; Deconstruction of barriers; Accessibility policies; Inclusive education; Special Education; Accessibility in higher education; La déconstruction des barriers; Les politiques d'accessibilité; L'éducation inclusive; L'éducation spéciale; L'accessibilité dans; L'enseignement supérieur

When it comes to accessibility and inclusion, there is always a first thought focused on physical disability. However, access to the Disabled (DPC) or reduced mobility is only one of the accessibility biases, which encompasses a much broader context, related to all strategies aimed at minimizing barriers that impede or hinder physical, technological, and communicational access and attitudinal of people who are subjected to some form of disability. This  article  aims  to review  the  literature  that  delas  with  accessibility as na inclusive policy in higher education, with the purpose of contributing to the dissemination of the practices effectively needed to attend to this public who, historically, is excluded and to value a social group that needs support for the permanence and completion of the studies, addressing the central points linked to the social responsibility of Higher Education Institutions (HEI) in the adoption of educational policies in favor of inclusion.