As tecnologias assistivas para a inclusão de pessoas com deficiência no Ensino Superior

• Autor(a) principal: Seeger, Mariza Gorette
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/767
• topic: Tecnologia Assistiva; Educação Inclusiva; Ensino Superior.; Assistive Technology; Inclusive education; Higher education; Ensino

This dissertation presents a study about the use of Assistive Technologies for the inclusion of persons with disabilities in higher education, having as its analysis area the Franciscan University of Santa Maria, RS. The study aimed to verify how the use of assistive technologies has contributed to the inclusion of people with disabilities in higher education, analyzing how the use of assistive technologies occurs in the training practices of students with disabilities. For the methodological procedures, the following researches were carried out: the bibliographical one, with an exploratory study in the CAPES platform and Sielo base; as documentary material, the data produced in the UFN, found in documents, such as: Accessibility and Inclusion Center (NACIN, 2017), Policy for Assistance to Persons with Disabilities (PAPNE, 2016), Plan of Institutional Development (PDI, 2016-2021), among others; the Survey was used as a Method of data collection (online questionnaires) and the quantitative method, as a methodological approach, whose quantitative and qualitative methods were used to analyze the graphs and their discursive interpretations. Regarding the analysis of the questionnaires, four categories were constructed: a) The profile of students with disabilities in the UFN; (b) assistive technology resources available to students with higher education; (c) the contribution of assistive technologies to the inclusion of students with disabilities in higher education; d) The use of Assistive Technologies in the training practices of students with disabilities. From these data, we have contacted that the use of them has important importance in the inclusion and training of students with disabilities, since it provides greater autonomy and self-confidence in the accomplishment of academic activities, thus facilitating their insertion of disabled students in the University. However, this appropriation of TAs has difficulties in handling both students and teachers, because of the complexity involved in assistive technologies or because of the need for technical knowledge to use them. Finally, it is believed that the research presented here may contribute to the emergence of future actions that aim to stimulate initial and continuing teacher training and ensure better investments in assistive technologies in higher education, as well as in other private and public institutions of higher education.