Inclusion in Higher Education and the use of Assistive Technologies: an assessment based on the perceptions of undergraduate students

Detalhes bibliográficos
Autor(a) principal: Rosa, Carla Marielly
Data de Publicação: 2020
Outros Autores: Viçosa, Cátia Silene Carrazoni Lopes, Folmer, Vanderlei, Salgueiro, Andréia Caroline Fernandes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/41129
Resumo: Inclusion in Higher Education is one of the challenges of education in the 21st century. This research aimed to evaluate the perceptions of undergraduate students about inclusion in Higher Education using audio-text as a problematic instrument. Twenty-one students from the Natural Sciences undergraduate course enrolled in the curricular component: Reading and Textual Productions participated in this research. Based on qualitative research methodology, through action research, a project on inclusive practices and Technologies was developed. Among the results, teacher education was the one of the aspects identified as a key point for the quality of the inclusive process as well as the condition of accessibility and permanence of students with disabilities in Higher Education. In this way, we consider that provocations like the during undergraduate courses are important exercise for the construction of critical thinking and inclusive actions. For this, in addition to being reflective teachers need to be proactive in finding new ways and solutions. In this sense, problematization, research and action, are one the way since teacher training.
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spelling Inclusion in Higher Education and the use of Assistive Technologies: an assessment based on the perceptions of undergraduate studentsInclusión en la Educación Superior y el uso de Tecnologías de Asistencia: una evaluación basada en las percepciones de los estudiantes de pregradoInclusão no Ensino Superior e o uso de Tecnologias Assistivas: uma avaliação com base nas percepções de discentes de licenciaturaTeacher traininginclusive practicesproblematization.Formación del profesoradoprácticas inclusivasproblematización.Educação Especialmediação pedagógicacomunicação alternativa.Inclusion in Higher Education is one of the challenges of education in the 21st century. This research aimed to evaluate the perceptions of undergraduate students about inclusion in Higher Education using audio-text as a problematic instrument. Twenty-one students from the Natural Sciences undergraduate course enrolled in the curricular component: Reading and Textual Productions participated in this research. Based on qualitative research methodology, through action research, a project on inclusive practices and Technologies was developed. Among the results, teacher education was the one of the aspects identified as a key point for the quality of the inclusive process as well as the condition of accessibility and permanence of students with disabilities in Higher Education. In this way, we consider that provocations like the during undergraduate courses are important exercise for the construction of critical thinking and inclusive actions. For this, in addition to being reflective teachers need to be proactive in finding new ways and solutions. In this sense, problematization, research and action, are one the way since teacher training.La inclusión em la Educación Superior es uno de los desafíos para la educación en siglo XXI. Esta investigación tuvo como objetivo evaluar las percepciones de los estudiantes de pregrado sobre la inclusión en la educación superior utilizando el texto de audio como un instrumento de problematizacíon. 21 estudiantes del curso de pregrado de Ciencias Naturales inscritos en el componente curricular: Lectura y Producción Textual participaron en esta investigación. Basada en una metodología de investigación cualitativa, a través de la investigación de acción, se desarrolló un proyecto sobre prácticas inclusivas y tecnologías de Asistencia. Entre los resultados, la formación docente fue uno de los aspectos identificados como un punto clave para la cualidad del proceso inclusivo, así como la condición de accesibilidad y permanencia de los estudiantes con discapacidad en la Educación Superior. De esta manera, consideramos que provocaciones como estas durante los cursos de pregrado son ejercicios importantes para la construcción del pensamiento crítico y las acciones inclusivas. En este sentido, la problematización, la investigación y la acción, son una de las formas de generar cambios, desde la formación docente.A inclusão no Ensino Superior é um dos desafios para a educação no século XXI. Esta pesquisa teve como objetivo avaliar as percepções dos discentes de licenciatura sobre a inclusão no Ensino Superior utilizando o áudio-texto como instrumento problematizador. Participaram desta pesquisa 21 estudantes do curso de licenciatura de Ciências da Natureza matriculados no componente curricular: Leitura e produção Textual. Com base em metodologia de pesquisa qualitativa, por meio da pesquisa-ação, foi elaborado e desenvolvido um projeto sobre práticas inclusivas e Tecnologias Assistivas. Dentre os resultados, a formação docente foi um dos aspectos apontados como ponto chave para a qualidade do processo inclusivo bem como condição de acessibilidade e permanência do estudante com deficiência no Ensino Superior. Consideramos desta forma, que provocações como estas durante os cursos de graduação, são exercícios importantes para a construção do pensamento crítico e de ações inclusivas. Para isso, além de reflexivos, os professores precisam ser proativos na busca novos caminhos e soluções. Neste sentido, a problematização, a pesquisa e ação, são um dos caminhos para a construção de mudanças, desde a formação docente.Universidade Federal de Santa Maria2020-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/4112910.5902/1984686X41129Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e20/ 1-22Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e20/ 1-22Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e20/ 1-221984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/41129/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/41129/htmlCopyright (c) 2020 Revista Educação Especialinfo:eu-repo/semantics/openAccessRosa, Carla MariellyViçosa, Cátia Silene Carrazoni LopesFolmer, VanderleiSalgueiro, Andréia Caroline Fernandes2020-12-21T22:14:14Zoai:ojs.pkp.sfu.ca:article/41129Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-12-21T22:14:14Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Inclusion in Higher Education and the use of Assistive Technologies: an assessment based on the perceptions of undergraduate students
Inclusión en la Educación Superior y el uso de Tecnologías de Asistencia: una evaluación basada en las percepciones de los estudiantes de pregrado
Inclusão no Ensino Superior e o uso de Tecnologias Assistivas: uma avaliação com base nas percepções de discentes de licenciatura
title Inclusion in Higher Education and the use of Assistive Technologies: an assessment based on the perceptions of undergraduate students
spellingShingle Inclusion in Higher Education and the use of Assistive Technologies: an assessment based on the perceptions of undergraduate students
Rosa, Carla Marielly
Teacher training
inclusive practices
problematization.
Formación del profesorado
prácticas inclusivas
problematización.
Educação Especial
mediação pedagógica
comunicação alternativa.
title_short Inclusion in Higher Education and the use of Assistive Technologies: an assessment based on the perceptions of undergraduate students
title_full Inclusion in Higher Education and the use of Assistive Technologies: an assessment based on the perceptions of undergraduate students
title_fullStr Inclusion in Higher Education and the use of Assistive Technologies: an assessment based on the perceptions of undergraduate students
title_full_unstemmed Inclusion in Higher Education and the use of Assistive Technologies: an assessment based on the perceptions of undergraduate students
title_sort Inclusion in Higher Education and the use of Assistive Technologies: an assessment based on the perceptions of undergraduate students
author Rosa, Carla Marielly
author_facet Rosa, Carla Marielly
Viçosa, Cátia Silene Carrazoni Lopes
Folmer, Vanderlei
Salgueiro, Andréia Caroline Fernandes
author_role author
author2 Viçosa, Cátia Silene Carrazoni Lopes
Folmer, Vanderlei
Salgueiro, Andréia Caroline Fernandes
author2_role author
author
author
dc.contributor.author.fl_str_mv Rosa, Carla Marielly
Viçosa, Cátia Silene Carrazoni Lopes
Folmer, Vanderlei
Salgueiro, Andréia Caroline Fernandes
dc.subject.por.fl_str_mv Teacher training
inclusive practices
problematization.
Formación del profesorado
prácticas inclusivas
problematización.
Educação Especial
mediação pedagógica
comunicação alternativa.
topic Teacher training
inclusive practices
problematization.
Formación del profesorado
prácticas inclusivas
problematización.
Educação Especial
mediação pedagógica
comunicação alternativa.
description Inclusion in Higher Education is one of the challenges of education in the 21st century. This research aimed to evaluate the perceptions of undergraduate students about inclusion in Higher Education using audio-text as a problematic instrument. Twenty-one students from the Natural Sciences undergraduate course enrolled in the curricular component: Reading and Textual Productions participated in this research. Based on qualitative research methodology, through action research, a project on inclusive practices and Technologies was developed. Among the results, teacher education was the one of the aspects identified as a key point for the quality of the inclusive process as well as the condition of accessibility and permanence of students with disabilities in Higher Education. In this way, we consider that provocations like the during undergraduate courses are important exercise for the construction of critical thinking and inclusive actions. For this, in addition to being reflective teachers need to be proactive in finding new ways and solutions. In this sense, problematization, research and action, are one the way since teacher training.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/41129
10.5902/1984686X41129
url http://periodicos.ufsm.br/educacaoespecial/article/view/41129
identifier_str_mv 10.5902/1984686X41129
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/41129/pdf
http://periodicos.ufsm.br/educacaoespecial/article/view/41129/html
dc.rights.driver.fl_str_mv Copyright (c) 2020 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e20/ 1-22
Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e20/ 1-22
Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e20/ 1-22
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
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instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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