A docência e o processo de inclusão de pessoas com deficiência no ensino superior

Abstract

The present research is the result of the conclusion work of the Special Education Course - Nocturnal, linked to the Education Center of the Federal University of Santa Maria. Its main objective is to discuss issues involving teaching in Higher Education and the process of inclusion of people with disabilities. It is possible to perceive the large number of students with disabilities arriving at Higher Education, with this, it is approached this subject giving focus to the teachers and how they lead this process of inclusion, according to the specifics of each academic. In this sense, the role of teaching with great potential for the improvement and autonomy of the academic is then placed. According to Fernandes and Almeida (2007), the inclusion of students with disabilities in Higher Education goes far beyond facilitating their entry through job reservation policies. The university should create conditions for the student to be integrated into the university environment in order to promote not only academic success but also the psychosocial development of the student. This involves changes and / or adaptations in various aspects by the university community, such as adaptation of materials, physical accessibility, training of teachers, servants and other students regarding knowledge about disabilities, among others. The research method used was a case study. The same had a qualitative bias, and according to Goldenberg (1997) a qualitative research was not worried about the numerical representation, but with the deepening of the understanding of a social group of an organization, that are Professors of the course of Occupational Therapy of the Federal University of Santa Maria. Interviews were conducted with the teachers to complete the inclusion process of students with disabilities. The teachers' concern about the inclusion process is remarkable, but we still need to evolve in order to think ahead of this cycle and not only when we have already experienced it. Inquiries and questionings will always permeate and be part of the inclusion process. It is everyone's responsibility to maintain understanding and a watchful eye to becoming more confident and encouraged professionals in order to face the challenges posed by academic experiences.