Student against autism spectrum disorder in Brazilian universities

Detalhes bibliográficos
Autor(a) principal: Silva, Vanessa Caroline
Data de Publicação: 2022
Outros Autores: Moreira, Laura Ceretta
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/68655
Resumo: The theme collaborates in the construction of knowledge as a science, contributing socially in the sense of showing whether the rights guaranteed in educational policies ensure the access and permanence of students with autism spectrum disorder at universities. This research had as main objectives to analyze the trajectory of access and permanence of students with ASD enrolled in federal universities in undergraduate courses, discussing the barriers and facilitators pointed out by both institutions and students with ASD. Fourteen students and five coordinators from accessibility centers participated, who answered questionnaires and were also part of the semi-structured interview. The investigation carried out was a qualitative study, with content analysis techniques. As a result, it was observed that the accessibility centers are the ones who make the institutional policies for PAEE students viable, however they cannot be seen as solely responsible for the accessibility and inclusion of PAEE students (TEA) within the university. There are few human and financial resources that make up the accessibility centers for the size of the demand they meet, making them a barrier. The monitors were considered an additional support for the inclusion and permanence of students with ASD in universities.
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spelling Student against autism spectrum disorder in Brazilian universitiesEl estudiante con trastorno del espectro autista en las universidades brasileñasO estudante com Transtorno do Espectro Autista nas universidades brasileirasTranstorno do Espectro AutistaUniversidadesAcesso e permanênciaAutistic Spectrum DisorderUniversitiesAccess and permanenceTrastorno del espectro autistaUniversidadesAcceso y permanenciaThe theme collaborates in the construction of knowledge as a science, contributing socially in the sense of showing whether the rights guaranteed in educational policies ensure the access and permanence of students with autism spectrum disorder at universities. This research had as main objectives to analyze the trajectory of access and permanence of students with ASD enrolled in federal universities in undergraduate courses, discussing the barriers and facilitators pointed out by both institutions and students with ASD. Fourteen students and five coordinators from accessibility centers participated, who answered questionnaires and were also part of the semi-structured interview. The investigation carried out was a qualitative study, with content analysis techniques. As a result, it was observed that the accessibility centers are the ones who make the institutional policies for PAEE students viable, however they cannot be seen as solely responsible for the accessibility and inclusion of PAEE students (TEA) within the university. There are few human and financial resources that make up the accessibility centers for the size of the demand they meet, making them a barrier. The monitors were considered an additional support for the inclusion and permanence of students with ASD in universities.La temática colabora en la construcción del conocimiento como ciencia, aportando socialmente en el sentido de mostrar si los derechos garantizados en las políticas educativas aseguran el acceso y permanencia de los estudiantes con trastorno del espectro autista en las universidades. Esta investigación tuvo como principales objetivos analizar la trayectoria de acceso y permanencia de estudiantes con TEA matriculados en universidades federales en cursos de pregrado, discutiendo las barreras y facilitadores señalados tanto por instituciones como por estudiantes con TEA. Participaron catorce estudiantes y cinco coordinadores de los centros de accesibilidad, quienes respondieron cuestionarios y también formaron parte de la entrevista semiestructurada. La investigación realizada fue un estudio cualitativo, con técnicas de análisis de contenido. Como resultado, se observó que los centros de accesibilidad son los que viabilizan las políticas institucionales para los estudiantes del PAEE, sin embargo, no pueden ser vistos como los únicos responsables de la accesibilidad e inclusión de los estudiantes del PAEE (TEA) dentro de la universidad. Son escasos los recursos humanos y económicos que componen los centros de accesibilidad por el tamaño de la demanda que atienden, lo que los convierte en una barrera. Los monitores fueron considerados un apoyo adicional para la inclusión y permanencia de estudiantes con TEA en las universidades.A temática colabora na construção do conhecimento enquanto ciência, contribuindo socialmente no sentido de evidenciar se os direitos garantidos nas políticas educacionais asseguram o acesso e a permanência dos estudantes com transtorno do espectro autista das universidades. Esta pesquisa teve como principais objetivos analisar a trajetória de acesso e permanência dos estudantes com TEA matriculados em universidades federais nos cursos de graduação, discorrendo sobre as barreiras e os facilitadores apontados tanto pelas instituições quanto pelos estudantes com TEA. Houve a participação de quatorze estudantes e cinco coordenadores/as dos núcleos de acessibilidade que responderam questionários e também fizeram parte da entrevista semiestruturada. A investigação realizada foi um estudo de natureza qualitativa, com técnicas de análise de conteúdo. Como resultado, observou-se que os núcleos de acessibilidade são quem viabilizam as políticas institucionais para os estudantes PAEE, no entanto não podem ser vistos como único responsável para a acessibilidade e inclusão de estudantes PAEE (TEA) dentro da universidade. São poucos os recursos humanos e financeiros que compõem os núcleos de acessibilidade para o tamanho da demanda que atendem, tornando-se uma barreira. Os monitores foram considerados um apoio a mais para a inclusão e permanência do estudante com TEA nas universidades.Universidade Federal de Santa Maria2022-04-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/6865510.5902/1984686X68655Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e16/1-25Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e16/1-25Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e16/1-251984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/68655/46805http://periodicos.ufsm.br/educacaoespecial/article/view/68655/46806Copyright (c) 2022 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSilva, Vanessa CarolineMoreira, Laura Ceretta2022-09-13T18:09:57Zoai:ojs.pkp.sfu.ca:article/68655Revistahttps://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 Student against autism spectrum disorder in Brazilian universities
El estudiante con trastorno del espectro autista en las universidades brasileñas
O estudante com Transtorno do Espectro Autista nas universidades brasileiras
title Student against autism spectrum disorder in Brazilian universities
spellingShingle Student against autism spectrum disorder in Brazilian universities
Silva, Vanessa Caroline
Transtorno do Espectro Autista
Universidades
Acesso e permanência
Autistic Spectrum Disorder
Universities
Access and permanence
Trastorno del espectro autista
Universidades
Acceso y permanencia
title_short Student against autism spectrum disorder in Brazilian universities
title_full Student against autism spectrum disorder in Brazilian universities
title_fullStr Student against autism spectrum disorder in Brazilian universities
title_full_unstemmed Student against autism spectrum disorder in Brazilian universities
title_sort Student against autism spectrum disorder in Brazilian universities
author Silva, Vanessa Caroline
author_facet Silva, Vanessa Caroline
Moreira, Laura Ceretta
author_role author
author2 Moreira, Laura Ceretta
author2_role author
dc.contributor.author.fl_str_mv Silva, Vanessa Caroline
Moreira, Laura Ceretta
dc.subject.por.fl_str_mv Transtorno do Espectro Autista
Universidades
Acesso e permanência
Autistic Spectrum Disorder
Universities
Access and permanence
Trastorno del espectro autista
Universidades
Acceso y permanencia
topic Transtorno do Espectro Autista
Universidades
Acesso e permanência
Autistic Spectrum Disorder
Universities
Access and permanence
Trastorno del espectro autista
Universidades
Acceso y permanencia
description The theme collaborates in the construction of knowledge as a science, contributing socially in the sense of showing whether the rights guaranteed in educational policies ensure the access and permanence of students with autism spectrum disorder at universities. This research had as main objectives to analyze the trajectory of access and permanence of students with ASD enrolled in federal universities in undergraduate courses, discussing the barriers and facilitators pointed out by both institutions and students with ASD. Fourteen students and five coordinators from accessibility centers participated, who answered questionnaires and were also part of the semi-structured interview. The investigation carried out was a qualitative study, with content analysis techniques. As a result, it was observed that the accessibility centers are the ones who make the institutional policies for PAEE students viable, however they cannot be seen as solely responsible for the accessibility and inclusion of PAEE students (TEA) within the university. There are few human and financial resources that make up the accessibility centers for the size of the demand they meet, making them a barrier. The monitors were considered an additional support for the inclusion and permanence of students with ASD in universities.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-13
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/68655
10.5902/1984686X68655
url http://periodicos.ufsm.br/educacaoespecial/article/view/68655
identifier_str_mv 10.5902/1984686X68655
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/68655/46805
http://periodicos.ufsm.br/educacaoespecial/article/view/68655/46806
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; e16/1-25
Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e16/1-25
Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e16/1-25
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
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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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