Deficientes auditivos e escolaridade: fatores diferenciais que possibilitam o acesso ao ensino superior

Detalhes bibliográficos
Autor(a) principal: Manente, Milena Valelongo
Data de Publicação: 2007
Outros Autores: Rodrigues, Olga Maria Piazentin Rolim [UNESP], Palamin, Maria Estela Guadagnuci
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.1590/S1413-65382007000100003
http://hdl.handle.net/11449/211559
Resumo: There are few studies on hearing impaired students' experiences at the higher education level. The purpose of this study was to uncover differential factors which may facilitate such students' access to higher education and those that hinder their entrance and permanence in university studies. Two questionnaires were applied: Group A - university students and B1 - high school students; B2 - other education levels. For Group A the results showed that the facilitating factors were: previous success in school, family support and helpful teachers. The difficulties they reported were factors which corresponded to the absence of the facilitating factors mentioned: lack of success during school years and no support from teachers. Favorable factors for those enrolled in college or university were the support of classmates and family, as well as close attention from teachers' attention. Hindering factors included lack of attention by teachers and absence of guidance by health professionals. The results obtained with Group B showed that subjects wanted to enroll in higher education, but only a few attempted undergoing entrances examinations (vestibular), due to financial issues, fear of doing poorly on the exams and fear of not being able to keep up with the course load. In Group B2 the intention of going to college is rated lower when compared to Group B1. These subjects believed that the aspects related to schooling (scholastic achievement, teacher support, access to technology) are pertinent, and that family support can be helpful, however they recognize their own educational challenges and they understand that lack of teacher support can be a hindrance. As a conclusion, specialized institutions do not seem to be prepared to enroll university students with hearing impairments. Subjects from theB1 and B2 Groups showed that the main impediments they faced were of financial order and because of their previous underachievement in school.
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spelling Deficientes auditivos e escolaridade: fatores diferenciais que possibilitam o acesso ao ensino superiorPeople with hearing impairments and schooling: differential factors that assure access to higher educationauditive deficienthigher educationespecial educationdeficiente auditivoensino superioreducação especialThere are few studies on hearing impaired students' experiences at the higher education level. The purpose of this study was to uncover differential factors which may facilitate such students' access to higher education and those that hinder their entrance and permanence in university studies. Two questionnaires were applied: Group A - university students and B1 - high school students; B2 - other education levels. For Group A the results showed that the facilitating factors were: previous success in school, family support and helpful teachers. The difficulties they reported were factors which corresponded to the absence of the facilitating factors mentioned: lack of success during school years and no support from teachers. Favorable factors for those enrolled in college or university were the support of classmates and family, as well as close attention from teachers' attention. Hindering factors included lack of attention by teachers and absence of guidance by health professionals. The results obtained with Group B showed that subjects wanted to enroll in higher education, but only a few attempted undergoing entrances examinations (vestibular), due to financial issues, fear of doing poorly on the exams and fear of not being able to keep up with the course load. In Group B2 the intention of going to college is rated lower when compared to Group B1. These subjects believed that the aspects related to schooling (scholastic achievement, teacher support, access to technology) are pertinent, and that family support can be helpful, however they recognize their own educational challenges and they understand that lack of teacher support can be a hindrance. As a conclusion, specialized institutions do not seem to be prepared to enroll university students with hearing impairments. Subjects from theB1 and B2 Groups showed that the main impediments they faced were of financial order and because of their previous underachievement in school.São escassas as investigações a respeito da vivência do deficiente auditivo no ensino superior. O propósito do estudo foi compreender os fatores diferenciais que podem facilitar ou dificultar o ingresso de indivíduos com deficiência auditiva no ensino superior e sua permanência no curso. Utilizaram-se dois questionários: Grupo A-universitários e B1-com ensino médio; B2 - outra escolaridade. Os resultados mostraram que para o Grupo A os aspectos favorecedores para o ingresso no curso superior foram: ter tido sucesso na vida escolar anterior, ajuda da família e apoio dos professores. Concernente às dificuldades, relataram aspectos que correspondem à ausência dos aspectos facilitadores: insucessos na vida escolar anterior e falta de apoio dos professores. Durante o curso superior os fatores favorecedores foram o apoio de colegas da classe, dos familiares e atenção dos professores. Entre os fatores dificultadores também foram apontados a falta de atenção dos professores e falta de orientação dos profissionais da saúde. Os resultados obtidos com o Grupo B mostraram que deficientes auditivos desejam cursar o ensino superior, mas apenas uma parte deles prestou vestibular, porque a dificuldade financeira, a possibilidade de reprova e o medo de não conseguir acompanhar o curso são os motivos responsáveis. No Grupo B2, a intenção de fazer faculdade cai em relação ao grupo anterior. Este acredita que os fatores escolares (desempenho escolar, apoio dos professores, acesso à tecnologia pertinente) e o apoio da família podem favorecê-los, mas as dificuldades escolares e a falta de apoio dos professores podem atrapalhá-los. Concluindo, as instituições especializadas parecem não estar preparadas para atender os deficientes auditivos universitários. Os Grupos B1 e B2 mostraram ser impedidos, principalmente, pela dificuldade financeira e o desempenho escolar anterior deficitário.USP, HRACUniversidade Federal de São CarlosUnesp, Departamento de PsicologiaUSP, Hospital de Reabilitação de Anomalias CraniofaciaisUSP, Instituto de PsicologiaUnesp, Departamento de PsicologiaAssociação Brasileira de Pesquisadores em Educação Especial - ABPEEUniversidade de São Paulo (USP)Universidade Federal de São CarlosUniversidade Estadual Paulista (Unesp)Manente, Milena ValelongoRodrigues, Olga Maria Piazentin Rolim [UNESP]Palamin, Maria Estela Guadagnuci2021-07-14T10:26:11Z2021-07-14T10:26:11Z2007-04info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article27-42application/pdfhttp://dx.doi.org/10.1590/S1413-65382007000100003Revista Brasileira de Educação Especial. Bauru, SP, Brazil: Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, v. 13, n. 1, p. 27-42, 2007.1413-65381980-5470http://hdl.handle.net/11449/21155910.1590/S1413-65382007000100003S1413-65382007000100003S1413-65382007000100003.pdfSciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporRevista Brasileira de Educação Especialinfo:eu-repo/semantics/openAccess2023-12-23T06:14:53Zoai:repositorio.unesp.br:11449/211559Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T21:03:33.007071Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Deficientes auditivos e escolaridade: fatores diferenciais que possibilitam o acesso ao ensino superior
People with hearing impairments and schooling: differential factors that assure access to higher education
title Deficientes auditivos e escolaridade: fatores diferenciais que possibilitam o acesso ao ensino superior
spellingShingle Deficientes auditivos e escolaridade: fatores diferenciais que possibilitam o acesso ao ensino superior
Manente, Milena Valelongo
auditive deficient
higher education
especial education
deficiente auditivo
ensino superior
educação especial
title_short Deficientes auditivos e escolaridade: fatores diferenciais que possibilitam o acesso ao ensino superior
title_full Deficientes auditivos e escolaridade: fatores diferenciais que possibilitam o acesso ao ensino superior
title_fullStr Deficientes auditivos e escolaridade: fatores diferenciais que possibilitam o acesso ao ensino superior
title_full_unstemmed Deficientes auditivos e escolaridade: fatores diferenciais que possibilitam o acesso ao ensino superior
title_sort Deficientes auditivos e escolaridade: fatores diferenciais que possibilitam o acesso ao ensino superior
author Manente, Milena Valelongo
author_facet Manente, Milena Valelongo
Rodrigues, Olga Maria Piazentin Rolim [UNESP]
Palamin, Maria Estela Guadagnuci
author_role author
author2 Rodrigues, Olga Maria Piazentin Rolim [UNESP]
Palamin, Maria Estela Guadagnuci
author2_role author
author
dc.contributor.none.fl_str_mv Universidade de São Paulo (USP)
Universidade Federal de São Carlos
Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Manente, Milena Valelongo
Rodrigues, Olga Maria Piazentin Rolim [UNESP]
Palamin, Maria Estela Guadagnuci
dc.subject.por.fl_str_mv auditive deficient
higher education
especial education
deficiente auditivo
ensino superior
educação especial
topic auditive deficient
higher education
especial education
deficiente auditivo
ensino superior
educação especial
description There are few studies on hearing impaired students' experiences at the higher education level. The purpose of this study was to uncover differential factors which may facilitate such students' access to higher education and those that hinder their entrance and permanence in university studies. Two questionnaires were applied: Group A - university students and B1 - high school students; B2 - other education levels. For Group A the results showed that the facilitating factors were: previous success in school, family support and helpful teachers. The difficulties they reported were factors which corresponded to the absence of the facilitating factors mentioned: lack of success during school years and no support from teachers. Favorable factors for those enrolled in college or university were the support of classmates and family, as well as close attention from teachers' attention. Hindering factors included lack of attention by teachers and absence of guidance by health professionals. The results obtained with Group B showed that subjects wanted to enroll in higher education, but only a few attempted undergoing entrances examinations (vestibular), due to financial issues, fear of doing poorly on the exams and fear of not being able to keep up with the course load. In Group B2 the intention of going to college is rated lower when compared to Group B1. These subjects believed that the aspects related to schooling (scholastic achievement, teacher support, access to technology) are pertinent, and that family support can be helpful, however they recognize their own educational challenges and they understand that lack of teacher support can be a hindrance. As a conclusion, specialized institutions do not seem to be prepared to enroll university students with hearing impairments. Subjects from theB1 and B2 Groups showed that the main impediments they faced were of financial order and because of their previous underachievement in school.
publishDate 2007
dc.date.none.fl_str_mv 2007-04
2021-07-14T10:26:11Z
2021-07-14T10:26:11Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1590/S1413-65382007000100003
Revista Brasileira de Educação Especial. Bauru, SP, Brazil: Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, v. 13, n. 1, p. 27-42, 2007.
1413-6538
1980-5470
http://hdl.handle.net/11449/211559
10.1590/S1413-65382007000100003
S1413-65382007000100003
S1413-65382007000100003.pdf
url http://dx.doi.org/10.1590/S1413-65382007000100003
http://hdl.handle.net/11449/211559
identifier_str_mv Revista Brasileira de Educação Especial. Bauru, SP, Brazil: Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, v. 13, n. 1, p. 27-42, 2007.
1413-6538
1980-5470
10.1590/S1413-65382007000100003
S1413-65382007000100003
S1413-65382007000100003.pdf
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv Revista Brasileira de Educação Especial
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 27-42
application/pdf
dc.publisher.none.fl_str_mv Associação Brasileira de Pesquisadores em Educação Especial - ABPEE
publisher.none.fl_str_mv Associação Brasileira de Pesquisadores em Educação Especial - ABPEE
dc.source.none.fl_str_mv SciELO
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
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