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Publication
Inclusão no ensino superior português: Análise do enquadramento regulamentar dos alunos com necessidades educativas especiais
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Advisor(s)
Abstract(s)
A resposta à diversidade e a uma formação de qualidade são questões às quais o ensino superior está
atento e procura responder. Este estudo teve como objetivo principal analisar o reconhecimento e
atendimento dos alunos com necessidades educativas especiais nas universidades e institutos
politécnicos portugueses. Para a recolha de dados realizou-se uma busca online, tendo-se encontrado 26
instituições (13 das 15 universidades que integram o Conselho de Reitores das Universidades
Portuguesas e 14 das 25 instituições que integram o Conselho Coordenador dos Institutos Superiores
Politécnicos) com documentos (despachos/regulamentos) sobre a inclusão de alunos com necessidades
educativas especiais. A análise documental realizada permitiu perceber que, para as instituições de
ensino superior, o aluno com necessidades educativas especiais é percebido em função de um sentido
lato de deficiência e de necessidades educativas especiais; que a forma de prestar apoio a estes alunos é
diversificada; e que as medidas de apoio remetem, essencialmente, para assegurar a frequência das
instalações (procurando melhorar as condições de acessibilidade e mobilidade), as condições de
frequência das atividades curriculares e as formas de avaliação. Uma reflexão em relação à temática
continua necessária, bem como a discussão sobre as melhores práticas inclusivas.
Diversity and quality teaching are important and challenging topics to higher education. The main goal of this study was to analyse the recognition and the support to students with special educational needs in the Portuguese universities and polytechnic institutes. Data collection was carried out through an online search, and were found documents (orders/regulations) about students with special educational needs related to 26 institutions (13 from the 15 universities that are part of the Council of Rectors of Portuguese Universities and 14 from the 25 institutions that are part of the Coordinating Council of Polytechnic Higher Institutes). The document analysis allowed us to realise that for higher education institutions the student with special educational needs is perceived according to a broad sense of disability and special educational needs; the support structure for these students is diverse; and support actions essentially refer to ensuring attendance (improving accessibility and mobility conditions), frequency conditions of curricular activities and evaluation conditions. Reflection on the subject remains necessary as well as the discussion on the best inclusive practices.
Diversity and quality teaching are important and challenging topics to higher education. The main goal of this study was to analyse the recognition and the support to students with special educational needs in the Portuguese universities and polytechnic institutes. Data collection was carried out through an online search, and were found documents (orders/regulations) about students with special educational needs related to 26 institutions (13 from the 15 universities that are part of the Council of Rectors of Portuguese Universities and 14 from the 25 institutions that are part of the Coordinating Council of Polytechnic Higher Institutes). The document analysis allowed us to realise that for higher education institutions the student with special educational needs is perceived according to a broad sense of disability and special educational needs; the support structure for these students is diverse; and support actions essentially refer to ensuring attendance (improving accessibility and mobility conditions), frequency conditions of curricular activities and evaluation conditions. Reflection on the subject remains necessary as well as the discussion on the best inclusive practices.
Description
Keywords
Inclusão Deficiência Necessidades educativas especiais Ensino Superior Investigação qualitativa crítica Inclusion Disability Special educational needs Higher education Critical qualitative inquiry Portugal . Faculdade de Artes e Humanidades
Citation
ntunes, A. P., Rodrigues, D., Almeida, L. S., & Rodrigues, S. E. (2020). Inclusão no ensino superior português: Análise do enquadramento regulamentar dos alunos com necessidades educativas especiais. Revista Fronteiras: Journal of Social, Technological and Environmental Science. V. 9(3), 397-422.
Publisher
Universidade Evangélica de Goiás (PPG STMA)