Facing challenges to the permanence of people with disabilities in Brazilian higher education: a study of the reality of CCJS/UFCG undergraduate courses

Abstract

Law No. 13,409 is published, which amends the previous one, including people with disabilities among their guardians. The dropout rate of these people in higher education is 27% (Inep, 2016). The UN Declaration on human rights education and training (2012) presents the constitutive frameworks of education (accessibility, acceptability, availability, adaptability). The research hypothesis is that the CCJS / UFCG has not guided its inclusive education in these constitutive milestones and this is one of the causes for students with disabilities to have difficulties in staying in their respective courses. The Comprehensive Interview (Kaufmann, 2013) will be used as a data collection instrument, not yet applied in the field, due to the suspension of face-to-face classes, in view of the worsening of the covid-19 pandemic and the initial phase of the research.