HIGHER EDUCATION AND INCLUSIVE PRACTICES
STUDENTS WITH SPECIFIC NEEDS AT THE UNIVERSITY OF ALGARVE/ PORTUGAL
DOI:
https://doi.org/10.36311/2358-8845.2024.v11n3.e0240038Keywords:
education, Higher Education, Inclusive Practices., Student perceptions.Abstract
The research aims to analyze the perception of students with Specific Needs at the University of Algarve/Portugal regarding inclusion. Specifically, it analyzes inclusive practices, accessibility, the main barriers, and challenges faced by students in their academic lives. The sample (N= 32) is composed of a group of students assisted by the Support Office for Students with Special Educational Needs (GAENEE), aged between 19 and 40 years (M= 24.09; SD= 6.60). The participants answered a survey designed for the study available online. From the analysis and data interpretation, based on thematic analysis, it was found that the measures applied by UAlg generally responded to the e student's needs, although some expressed a certain dissatisfaction. The students feel included and respected, which suggests that UAlg and GAENEE have been developing inclusive practices for non-discrimination and effective participation of these students in university life. Although teaching staff revealed willingness to adapt pedagogical practices to the student's specific needs, the results suggest the need for improved professional qualifications for teachers, and greater knowledge of inclusive methodologies and practices. The present study highlights that there is still some way to go towards an Inclusive University, allowing the results to be used to improve the institutional response, plan actions, and set new targets for action, contributing to the improvement of the inclusion policy and academic support for these students in the university environment.
Downloads
References
AGUILAR, Noelia Melero; MORIÑA, Anabel; PERERA, Víctor-Hugo. Acciones del profesorado para una práctica inclusiva en la universidad. Revista Brasileira de Educação, v. 24, e240016, 2019. DOI 10.1590/S1413-24782019240016
AINSCOW, Mel. Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, v. 6, n.1, pp. 7-16, 2020. DOI 10.1080/20020317.2020.1729587
ANACHE, Alexandra Ayach; ROVETTO, Sabrina Stella Maris; OLIVEIRA, Regiane Alves de Oliveira. Desafios da implantação do atendimento educacional especializado no Ensino Superior. Revista Educação Especial, Santa Maria, v. 27, n. 49, p. 299-312, 2014. Disponível em: http://www.ufsm.br/revistaeducacaoespecial Acesso em: 8 jun. 2024
BAPTISTA , Ricardo; FERREIRA, Maria Eduarda; COSTEIRA, João; MARTINS, Maria Helena. Abrindo portas para a inclusão: perceções sobre educação inclusiva e desenho universal para a aprendizagem. Rev. Docência Ens. Sup., Belo Horizonte, v. 12, e039486, 2022. DOI 10.35699/2237-5864.2022.39486
BARDIN, Laurence. Análise de conteúdo. Lisboa: Edições 70, 1999.
CAGE, Eilidh; James, Alana I.; NEWELL, Victoria; LUCAS, Rebecca. Expectations and experiences of the transition out of university for students with mental health conditions. European Journal of Higher Education, 12(2), 171–193, 2021. DOI 10.1080/21568235.2021.1917440
CHIPCHASE, Susan Yvonne; SEDDON, Abigail; TYERS, Holly; THOMAS, Sophie. Experience of university life by disabled undergraduate students: the need to consider extra-curricular opportunities. Disability & Society, 1–18, 2023. DOI 10.1080/09687599.2023.2233687
CIANTELLI, Ana Paula Camilo; MARTINS, Maria Helena Martins; LEITE, Lúcia Pereira Leite. Inclusão de estudantes com deficiência na Universidade: Retratos do Brasil e de Portugal. Revista Educação e Políticas em Debate, v. 13, n. 1, p. 1-21, 2024. ISSN 8346. DOI 10.14393/REPOD-v13n1a2024-71966
COMISSÃO EUROPEIA, Agência de Execução Europeia da Educação e da Cultura. Rumo à equidade e à inclusão no ensino superior na Europa. Serviço das Publicações da União Europeia, 2022. Disponível em: https://data.europa.eu/doi/10.2797/10518 Acesso em: 10 jul. 2024
COSTA, Joana Maria de Moraes; PIECZKOWSKI, Tania Mara Zancanaro. Inclusão de estudantes com deficiência na educação superior na perspectiva da gestão universitária. Educação em Revista, 36, e208179, 2020. DOI 10.1590/0102-4698208179
FERRARI, Marian A. L. Dias; SEKKEL, Marie Claire. Educação Inclusiva no Ensino
Superior: Um Novo Desafio. Psicologia, ciência e profissão, 27 (4), 2007.
FIGUEIREDO, Mariana; COELHO, Orquídea; VEIGA, Amélia. Educação inclusiva no ensino superior português: avanços, desafios e medidas de apoio para estudantes. História: Revista da Faculdade de Letras da Universidade do Porto, [S. l.], v. 14, n. 1, 2024. Disponível em: https://ojs.letras.up.pt/index.php/historia/article/view/13835. Acesso em: 24 jul. 2024.
FORTIN, Marie-Fabienne; Fundamentos e Etapas no Processo de Investigação. Lusodidacta, 2009. ISBN: 978-989-8075-18-5.
GANDASEGUI, Vicente Díaz; LAPPONI, Silvina Funes. Universidad inclusiva: reflexiones a partir de las experiencias de estudiantes con discapacidad de una universidad pública madrileña. Prisma Social, Madrid, v. 16, p. 450-494, 2016. Disponible en: https://www.redalyc.org/articulo.oa?id=353747312012 Acesso em: 11 jul. 2024
GARCIA-GONZALEZ, Juan Manuel; GÓMEZ-CALCERRADA, Sonia Gutiérrez; HERNÁNDEZ, Eva Solera; RIOS-AGUILAR, Sergio. Barriers in higher education: perceptions and discourse analysis of students with disabilities in Spain. Disability & Society. 36(4), pp. 579-595, 2021. DOI 10.1080/09687599.2020.1749565
MARTINS, Maria Helena.; BORGES, Maria Leonor.; GONÇALVES, Teresa. Attitudes towards inclusion in higher education in a Portuguese University. International Journal of Inclusive Education, United Kingdom, p. 1-16, 2017. DOI 10.1080/13603116.2017.1377299
MARTINS, Maria Helena; BORGES, Maria Leonor; GONÇALVES, Teresa. Estudantes com NEE no ensino superior: A resposta institucional na Universidade do Algarve. In: Univers(al)idade. Estudantes «não tradicionais» no Ensino Superior: Transições, Obstáculos e Conquistas. Marques, J. F., Martins, M. H., Doutor, C., & Gonçalves, T. (Orgs.): 43-55, 2016. ISBN: 978-989-8472-65-6
MORIÑA, Anabel. When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education. Disability & Society. 39(4), 914-932, 2022. DOI 10.1080/09687599.2022.2113038
MORIÑA, Anabel; CARBALLO, Rafael. Universidad y educación inclusiva: recomendaciones desde la voz de estudiantes españoles con discapacidad. Educ. Soc., Campinas, v. 41, e214662, 2020.
PLETSCH, Márcia; MELO, Franscisco; CAVALCANTI, Lucélia. Acessibilidade e inclusão de pessoas com deficiência na Educação Superior: experiências e desafios contemporâneos. In: Educação superior, inclusão e acessibilidade: reflexões contemporâneas- Campos dos Goytacazes (RJ): Encontrografia, 2021.
SANCHEZ-DIAZ, Maria de las Nieves; MORGADO, Beatriz. Democratizing Higher Education: The Use of Educational Technologies to Promote the Academic Success of University Students with Disabilities. Societies, v.13(3), 57, 2023. DOI 10.3390/soc13030057
TOBBELL, Jane; BURTON, Rob; GAYNOR, Andrea; GOLDING, Berenice; GREENHOUGH, Kath; RHODES, Christine; WHITE, Stephen. Inclusion in higher education: an exploration of the subjective experiences of students. Journal of Further and Higher Education, 45(2), 284–295, 2020. DOI 10.1080/0309877X.2020.1753180
Downloads
Published
Issue
Section
License
Copyright (c) 2024
This work is licensed under a Creative Commons Attribution 4.0 International License.
- The works published in RDPEE are the sole responsibility of their authors. The authors grant the journal the right of first publication, with the work simultaneously licensed under the Attribution-CC BY, which allows distribution, remixing, adaptation and creation from the work with recognition of the authorship and initial publication in this journal.
- The authors consent that their articles may be incorporated by RDPEE into indexers and databases that currently exist or may exist in the future; the owners of these databases may reproduce, transmit and distribute the texts, in whole or in part, in any form or means of electronic transmission that exists or may be developed in the future.
Qualis Capes (2017-2020)
Education: B1
