Inclusion of visually impaired students at a Federal University of Minas Gerais

Detalhes bibliográficos
Autor(a) principal: Sales, Iago Henriques
Data de Publicação: 2022
Outros Autores: Torres, Josiane Pereira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/66425
Resumo: This article presents the results of a qualitative research that aimed to describe and analyze challenges experienced during the academic path of students with visual impairments enrolled in a federal university, located in the state of Minas Gerais. A script of questions developed by the researchers and applied remotely due to the Covid-19 pandemic was used. It was possible to identify, from the reports of five visually impaired students at the institution, the main difficulties and challenges faced daily to access the various environments of the university. The results indicated that the university's architectural structure, for the most part, did not meet the needs of students with regard to accessibility conditions, often presenting obstacles that compromised the mobility of students at the university. Attitudinal barriers were also pointed out, among which, situations experienced by students stand out, related to negative attitudes about disability conditions on the part of their teachers, which can compromise the permanence of these students in higher education. However, some situations were reported that indicated positive attitudes of teachers, who sought to offer ways to adapt classes to the possible demands of students. Among the possible conclusions made possible from the results obtained, the importance of broadening, with the entire university community, the discussion about disabilities was highlighted in order to deconstruct stereotypes and prejudices, which often impose themselves as considerable barriers in the process of inclusion of people with disabilities in Higher Education.
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spelling Inclusion of visually impaired students at a Federal University of Minas GeraisInclusión de estudiantes con discapacidad visual en una Universidad Federal de Minas GeraisInclusão de estudantes com deficiência visual em uma Universidade Federal MineiraEducação EspecialEnsino SuperiorInclusãoSpecial educationHigher EducationInclusionEducación especialEnseñanza superiorInclusiónThis article presents the results of a qualitative research that aimed to describe and analyze challenges experienced during the academic path of students with visual impairments enrolled in a federal university, located in the state of Minas Gerais. A script of questions developed by the researchers and applied remotely due to the Covid-19 pandemic was used. It was possible to identify, from the reports of five visually impaired students at the institution, the main difficulties and challenges faced daily to access the various environments of the university. The results indicated that the university's architectural structure, for the most part, did not meet the needs of students with regard to accessibility conditions, often presenting obstacles that compromised the mobility of students at the university. Attitudinal barriers were also pointed out, among which, situations experienced by students stand out, related to negative attitudes about disability conditions on the part of their teachers, which can compromise the permanence of these students in higher education. However, some situations were reported that indicated positive attitudes of teachers, who sought to offer ways to adapt classes to the possible demands of students. Among the possible conclusions made possible from the results obtained, the importance of broadening, with the entire university community, the discussion about disabilities was highlighted in order to deconstruct stereotypes and prejudices, which often impose themselves as considerable barriers in the process of inclusion of people with disabilities in Higher Education.El artículo presenta los resultados de una investigación cualitativa cuyo objetivo fue describir y analizar los desafíos experimentados durante la trayectoria académica de estudiantes con discapacidad visual matriculados en una universidad federal, ubicada en el estado de Minas Gerais. A través de un guión de preguntas elaborado por los investigadores y aplicado de forma remota, debido a la pandemia Covid-19, fue posible identificar, a partir de los informes de cinco estudiantes con discapacidad visual de la institución, las principales dificultades y desafíos que enfrentan a diario para acceder a los diferentes ambientes de la universidad. Los resultados indicaron que la estructura arquitectónica de la universidad, en su mayor parte, no satisfacía las necesidades de los estudiantes en cuanto a condiciones de accesibilidad, presentando a menudo obstáculos que comprometían la movilidad de los estudiantes en la universidad. También se señalaron barreras actitudinales, entre las que destacan situaciones vividas por los estudiantes, relacionadas con actitudes negativas por parte de sus docentes sobre las condiciones de discapacidad, que pueden comprometer la permanencia de estos estudiantes en la educación superior. Sin embargo, se reportaron algunas situaciones que indicaron actitudes positivas de los docentes, quienes buscaron ofrecer formas de adaptar las clases a las posibles demandas de los estudiantes. Entre las posibles conclusiones que se hicieron posibles a partir de los resultados obtenidos, se destacó la importancia de ampliar, con toda la comunidad universitaria, la discusión sobre las deficiencias con el fin de deconstruir estereotipos y prejuicios, que muchas veces se imponen como barreras considerables en el proceso de inclusión de las personas. con discapacidad en la Educación Superior.No artigo apresentam-se resultados de uma pesquisa do tipo qualitativa, cujo objetivo foi o de descrever e analisar desafios vivenciados durante o percurso acadêmico de estudantes com deficiência visual matriculados em uma universidade federal, localizada no estado de Minas Gerais. Por meio de um roteiro de questões elaborado pelos pesquisadores e aplicado de forma remota, devido à pandemia da Covid-19, foi possível identificar, a partir dos relatos de cinco estudantes com deficiência visual da instituição, as principais dificuldades e os desafios enfrentados diariamente para acessar os diversos ambientes da universidade. Os resultados indicaram que a estrutura arquitetônica da universidade, em sua maioria, não atendia as necessidades dos estudantes no que diz respeito às condições de acessibilidade, apresentando, muitas vezes, obstáculos que comprometiam a mobilidade dos estudantes na universidade. Barreiras atitudinais também foram apontadas, dentre as quais, destacam-se situações vivenciadas pelos estudantes e relacionadas às atitudes negativas sobre as condições de deficiência por parte de seus professores, o que pode comprometer a permanência desses estudantes no Ensino Superior. Todavia, foram relatadas algumas situações que indicaram atitudes positivas dos docentes, os quais buscaram oferecer meios para adequar as aulas às possíveis demandas dos estudantes. Dentre as possíveis conclusões possibilitadas a partir dos resultados obtidos, ressaltou-se a importância de ampliar, junto a toda comunidade universitária, a discussão acerca das deficiências de modo a desconstruir estereótipos e preconceitos, os quais, muitas vezes, impõem-se como consideráveis barreiras no processo de inclusão de pessoas com deficiência no Ensino Superior.Universidade Federal de Santa Maria2022-06-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/6642510.5902/1984686X66425Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e20/1-23Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e20/1-23Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e20/1-231984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/66425/47619http://periodicos.ufsm.br/educacaoespecial/article/view/66425/47620Copyright (c) 2022 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSales, Iago HenriquesTorres, Josiane Pereira2022-09-13T18:09:57Zoai:ojs.pkp.sfu.ca:article/66425Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2022-09-13T18:09:57Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Inclusion of visually impaired students at a Federal University of Minas Gerais
Inclusión de estudiantes con discapacidad visual en una Universidad Federal de Minas Gerais
Inclusão de estudantes com deficiência visual em uma Universidade Federal Mineira
title Inclusion of visually impaired students at a Federal University of Minas Gerais
spellingShingle Inclusion of visually impaired students at a Federal University of Minas Gerais
Sales, Iago Henriques
Educação Especial
Ensino Superior
Inclusão
Special education
Higher Education
Inclusion
Educación especial
Enseñanza superior
Inclusión
title_short Inclusion of visually impaired students at a Federal University of Minas Gerais
title_full Inclusion of visually impaired students at a Federal University of Minas Gerais
title_fullStr Inclusion of visually impaired students at a Federal University of Minas Gerais
title_full_unstemmed Inclusion of visually impaired students at a Federal University of Minas Gerais
title_sort Inclusion of visually impaired students at a Federal University of Minas Gerais
author Sales, Iago Henriques
author_facet Sales, Iago Henriques
Torres, Josiane Pereira
author_role author
author2 Torres, Josiane Pereira
author2_role author
dc.contributor.author.fl_str_mv Sales, Iago Henriques
Torres, Josiane Pereira
dc.subject.por.fl_str_mv Educação Especial
Ensino Superior
Inclusão
Special education
Higher Education
Inclusion
Educación especial
Enseñanza superior
Inclusión
topic Educação Especial
Ensino Superior
Inclusão
Special education
Higher Education
Inclusion
Educación especial
Enseñanza superior
Inclusión
description This article presents the results of a qualitative research that aimed to describe and analyze challenges experienced during the academic path of students with visual impairments enrolled in a federal university, located in the state of Minas Gerais. A script of questions developed by the researchers and applied remotely due to the Covid-19 pandemic was used. It was possible to identify, from the reports of five visually impaired students at the institution, the main difficulties and challenges faced daily to access the various environments of the university. The results indicated that the university's architectural structure, for the most part, did not meet the needs of students with regard to accessibility conditions, often presenting obstacles that compromised the mobility of students at the university. Attitudinal barriers were also pointed out, among which, situations experienced by students stand out, related to negative attitudes about disability conditions on the part of their teachers, which can compromise the permanence of these students in higher education. However, some situations were reported that indicated positive attitudes of teachers, who sought to offer ways to adapt classes to the possible demands of students. Among the possible conclusions made possible from the results obtained, the importance of broadening, with the entire university community, the discussion about disabilities was highlighted in order to deconstruct stereotypes and prejudices, which often impose themselves as considerable barriers in the process of inclusion of people with disabilities in Higher Education.
publishDate 2022
dc.date.none.fl_str_mv 2022-06-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/66425
10.5902/1984686X66425
url http://periodicos.ufsm.br/educacaoespecial/article/view/66425
identifier_str_mv 10.5902/1984686X66425
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/66425/47619
http://periodicos.ufsm.br/educacaoespecial/article/view/66425/47620
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
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. 35, 2022 – Publicação Contínua – Qualis – A2; e20/1-23
Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e20/1-23
Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e20/1-23
1984-686X
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instname_str Universidade Federal de Santa Maria (UFSM)
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reponame_str Revista Educação Especial (UFSM)
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