Deficientes auditivos e escolaridade: fatores diferenciais que possibilitam o acesso ao ensino superior
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Outros Autores: | , |
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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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 |
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Revista Brasileira de Educação Especial |
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info:eu-repo/semantics/openAccess |
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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 |
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UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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1808129279416860672 |