When inclusion is not efferctive: the evasion of deaf students in college

• Autor(a) principal: Ziliotto, Denise Macedo
• Data de Publicação: 2018
• Outros Autores: Souza, Denise Jordão, Andrade, Fadua Ionara
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/28482
• topic: Deafness; Evasion; Inclusion; University.; Evasão; Inclusão; Instituição Ensino Superior; Surdez.

The end of the twentieth century evidenced an important increase in college institutions in Brazil and, consequently, the number of courses and places available. This policy led to a significant increase in enrollments and the insertion of social groups that could not see their presence in the university. In this context, it was identified the inclusion of students with disabilities, as a consequence of inclusion policies in basic education and of affirmative actions of accessibility to higher education. However, the evident evasion that constantly increase in Brazilian institutions also occurs in this group of students, whose permanence is relevant due to the social and professional conditions that education could make possible. In this context, the research analyzed the evasion of deaf students in a private higher education institution (IES), based on documentary research, where academic data from years2000 to 2013 were analyzed through descriptive statistics. The results indicate that 61% of the students come from special education schools, and the entrance channel with the highest prevalence is the vestibular (87.88%), and the undergraduate courses are the choice of 51.52% of students who have been enrolled in the period studied. Data on academic movements indicate that 66.67% of deaf students or hearing impaired (AD) experienced changes in relation to the initial organization of the semester in which they were enrolled. The evasion of studied group occurred exclusively in the first two semesters of the course, which may indicate that the difficulties of permanence are present from the beginning of the academic course.