Inclusão de deficientes no ensino superior: uma revisão integrativa

Abstract

The number of students with special needs per disability which aims and comes to higher education, including healthcare courses, where this type of student is less common is growing. The inclusion implies the application and provision of educational responses that allow the suitability of content and teaching strategies, elimination of related barriers to physical space and also the attitudes of the educational community aimed at ensuring access to the same growth opportunities to students, regardless of differences. Corroborating this, the Ministry of Education and Culture (MEC) start to assess the degree courses covering the physical and educational infrastructure offered to people with disabilities. It is imperative that studies on the inclusion of disabled people in higher education are made to identify difficulties to ensure the inclusion of such students. This integrative review indicated three main areas of discussion in accordance with the articles studied. Discoursing about the modification of the physical space and the situation of the universities regarding the adjustments and the needs of students with special educational necessities it was seen that mainly due to the MEC requirement, universities are adapting both in terms of infrastructure as the teaching strategies, though much remains to be done so that the inclusion does occur. It was also noted that in relation to the inclusion of LBS discipline little has been done due to lack of qualified professionals, which turns out to train professionals unable to cope with the deaf community and hinder the reception of this population at the university. So we can see that although the special students are supposed to have entitled to a quality education, many changes are still needed in order to ensure their inclusion in universities and promote the breakdown of barriers psychologically imposed by stigmatizing and segregating society.