Student against autism spectrum disorder in Brazilian universities

• 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)
• DOI: 10.5902/1984686X68655
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/68655
• topic: Transtorno do Espectro Autista; Universidades; Acesso e permanência; Autistic Spectrum Disorder; Universities; Access and permanence; Trastorno del espectro autista; Universidades; Acceso y permanencia

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.