Desafios dos alunos com deficiência visual no ensino superior: um relato de experiência

Alexandrino, Eduardo Gauze; Souza, Daiane de; Bianchi, Adriane Behring; Macuch, Regiane da Silva; Bertolini, Sônia Maria Marques Gomes

doi:10.17058/cinergis.v18i1.8076

Cited by 6 publications

(6 citation statements)

References 10 publications

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“…In order to overcome these difficulties and obstacles, several studies reported that self-esteem and social support are crucial. The academic achievement of students with disabilities is further attributed to individual effort and to the social support the students received (Alexandrino et al, 2016).…”

Section: Resilience For Academic Successmentioning

confidence: 99%

Resilience factors in students with Disabilities at a Portuguese University

Martins¹,

Moriña²

2022

PED

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This paper explores resilience factors identified in students with disabilities at a Portuguese public university. This research employs a mixed approach using qualitative and quantitative methods. For this, we used a retrospective, multiple case study design, and individual interviews were conducted with students with disabilities. We conclude that resilience, self-esteem, family support, subjective well-being and psychological well-being are protective factors that contribute to a good adaptation and better inclusion in higher education. Accessibility conditions on campus continue to present barriers that hinder mobility and the students’ academic experience. Besides their resilience, it is noteworthy to mention the persistence and dedication these students reveal, continuing to struggle every day to make their dreams come true, facing a daily routine that is not always easy.

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Section: Resilience For Academic Successmentioning

confidence: 99%

Resilience factors in students with Disabilities at a Portuguese University

Martins¹,

Moriña²

2022

PED

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“…Therefore, the main purpose of this study is to discuss the process of inclusion of students with visual impairment in higher education and the applicable pedagogical practices. The paper uses the works of Pieczkowski (2012), Almeida & Castro (2014), Alexandrino et al, (2016), among others as its theoretical basis. It could be noted that the shortage of skilled professionals, the lack of specific materials, the inadequacy of physical spaces and the pedagogical practices that are carried out in a complacent manner prevent the permanence and limit the quality of education for people with visual impairment in higher education.…”

Section: Visual Impairment In Higher Education: Inclusion and Pedagogmentioning

confidence: 99%

“…Así, el principal objetivo de este estudio es discutir el proceso de inclusión de los alumnos con discapacidad visual en la enseñanza superior y en las prácticas pedagógicas. De esta forma, el aporte teórico de este artículo se basa en Pieczkowski (2012), Castro y Almeida (2014), Alexandrino et al, (2016), entre otros. Se constató que la escasez de profesionales cualificados, la falta de materiales específicos, la inadecuación de los espacios físicos junto con las prácticas pedagógicas que se realizan de forma complaciente, impiden la permanencia y limitan la calidad de la educación de las personas con discapacidad visual en la enseñanza superior.…”

Section: Introductionunclassified

Deficiência Visual No Ensino Superior: O Processo De Inclusão E as Práticas Pedagógicas

Nepomoceno

Szezerbatz

2018

Educere

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A constituição federal de 1988 assegura a educação de qualidade em todos os níveis de ensino como um direito de todos, independentemente de qualquer característica. O processo de inclusão escolar e social é uma das dificuldades ainda enfrentadas por pessoas com algum tipo de deficiência. Nesse sentido, a inclusão de alunos com deficiência visual no ensino superior se apresenta como um grande desafio tanto para os alunos quanto para os professores. Sendo assim, o principal objetivo deste estudo é discutir sobre o processo de inclusão dos alunos com deficiência visual no ensino superior e as práticas pedagógicas. Dessa maneira, o aporte teórico deste artigo baseia-se em Pieczkowski (2012), Castro e Almeida (2014), Alexandrino et al., (2016), entre outros. Portanto, foi possível analisar que a escassez de profissionais qualificados, a falta de materiais específicos, a inadequação dos espaços físicos juntamente com as práticas pedagógicas que são realizadas de forma complacente para com esses alunos, impedem sua permanência e a limitam a qualidade da educação das pessoas com deficiência visual no ensino superior. Atualmente, nota-se que mesmo com os princípios da educação inclusiva encontrando-se presentes na forma da lei, através de resoluções e normativas, pouco se têm feito para que se efetive a política de inclusão, para tanto é preciso construir de maneira coletiva mecanismos que viabilizem um processo inclusivo satisfatório, de modo a avançar rumo à educação de qualidade.

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“…Inclusive education seeks to provide individuals with some type of disability with conditions to develop their potential. However, difficulties for inclusion remain, such as the lack of adequate materials for some classes (Alexandrino et al, 2017). Adaptation of methods and resources is a daily challenge for teachers in schools and universities, as is the reformulation of curricula to ensure effective learning for disabled students (Fossey et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Among the main challenges faced by the visually impaired are: mobility within schools and/or universities, writing, reading, and socializing with other students and teachers (Alexandrino et al, 2017; Monson, 2015; Otyola et al, 2017). Among courses in the health area, one subject that is a pillar for learning others is human anatomy (Johnston et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Teaching human anatomy to the visually impaired: A systematic review

Lima

Silva²,

Guedert

et al. 2022

Clinical Anatomy

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Information related to human anatomy is present throughout the educational process, especially in undergraduate courses in the biomedical area. These courses have complex theoretical and practical contents, and this becomes more evident when they are developed for the visually impaired. The objective of this work was to perform a systematic review on the teaching of human anatomy for the visually impaired. After the protocol was registered on the PROSPERO platform (CRD42022306002), 10 electronic databases were manually searched with the descriptors “teaching human anatomy” and “visually impaired.” Intervention studies were selected without date or language restrictions. In the end, only eight studies were found. Tactile materials produced manually, and Braille and cadaveric pieces, are assessed as good tools for teaching human anatomy to the visually impaired. There is a pressing need for adaptations of teaching methods to make the teaching more accessible and inclusive.

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Desafios dos alunos com deficiência visual no ensino superior: um relato de experiência

Cited by 6 publications

References 10 publications

Resilience factors in students with Disabilities at a Portuguese University

Resilience factors in students with Disabilities at a Portuguese University

Deficiência Visual No Ensino Superior: O Processo De Inclusão E as Práticas Pedagógicas

Teaching human anatomy to the visually impaired: A systematic review

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