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Abstract(s)
A Inclusão socioeducativa de estudantes com Perturbação do Espetro do Autismo (PEA)
e\ou Necessidades Educativas Específicas (NEE), no ensino superior português é uma
temática que tem aumentado de forma significativa no contexto académico, a busca cada
vez mais frequente por indivíduos neuroatípicos na inserção nas instituições de ensino
superior (IES), vem a requerer maior atenção nas práticas atuais e barreiras identificadas,
com vistas a propor e\ou melhorar estratégias que propiciem de fato um ambiente
educativo inclusivo e acolhedor. Nesse sentido, este estudo propõe um desenho científico
e metodológico, que permita alavancar a investigação e o conhecimento nesta temática
através de uma abordagem mista qualitativa e quantitativa, por meio de questionários e
entrevistas, com alunos, professores e a direção da Escola Superior de Educação do
Instituto Politécnico de Bragança (IPB), os dados coletados e analisados revelam que,
embora hajam avanços significativos no ensino superior português, a falta de uma
legislação que regule e fiscalize tem pesado negativamente no percalço da inclusão, bem
como a falta de conscientização sobre a inclusão e suas nuances por muitos profissionais
que atuam no ensino superior, vale ressaltar ainda a falta de formação especifica para
educadores e a falta de comunicação e divulgação de regulamentos e encaminhamentos
na IES.
Os resultados apontam para a necessidade de um modelo inclusivo que não se limite a
adaptações pontuais, mas que vise propiciar de fato a cultura de acolhimento,
humanização e valorização da diversidade. Esta dissertação propõe a implementação da
sensibilização e formação contínua para docentes e funcionários, ajustes físicos e
pedagógicos, além do desenvolvimento de redes de apoio entre os alunos e instituições
que possam agregar positivamente nesse trajeto árduo e gratificante que é o ensino
superior. Assim, conclui-se que a inclusão socioeducativa de estudantes autistas e\ou
NEE no ensino superior português é um processo que exige compromisso e ação
colaborativa. Para alcançar uma educação inclusiva de fato, é imperativo que as
instituições adotem uma abordagem holística, com vistas a assegurar não só o acesso, mas
também a permanencia, através de equidade nas oportunidades de aprendizado e
desenvolvimento.
The socio-educational inclusion of students with Autism Spectrum Disorder (ASD) and/or Special Educational Needs (SEN) in Portuguese higher education is a topic that has gained significant attention in the academic context. The increasing pursuit of neurodivergent individuals in higher education institutions (HEIs) calls for greater attention to current practices and identified barriers, aiming to propose and/or improve strategies that genuinely foster an inclusive and welcoming educational environment. In this sense, this study proposes a scientific and methodological framework to advance research and knowledge in this area through a mixed qualitative and quantitative approach, utilizing questionnaires and interviews with students, professors, and the administration of the School of Education at the Polytechnic Institute of Bragança (IPB). The collected and analyzed data reveal that, despite significant progress in Portuguese higher education, the absence of legislation to regulate and monitor inclusion has negatively impacted the inclusion process. Additionally, there is a lack of awareness regarding inclusion and its nuances among many professionals in higher education, as well as a deficiency in specific training for educators and insufficient communication about regulations and procedures within HEIs. The results indicate the necessity for an inclusive model that extends beyond mere accommodations, aiming to genuinely cultivate a culture of acceptance, humanization, and appreciation of diversity. This dissertation proposes the implementation of ongoing training and awareness programs for faculty and staff, along with physical and pedagogical adjustments, as well as the development of support networks among students and institutions that can positively contribute to the challenging yet rewarding journey of higher education. Thus, it concludes that the socio-educational inclusion of autistic students and those with SEN in Portuguese higher education is a process that demands commitment and collaborative action. To achieve true educational inclusion, it is imperative for institutions to adopt a holistic approach, ensuring not only access but also retention through equitable learning and development opportunities.
The socio-educational inclusion of students with Autism Spectrum Disorder (ASD) and/or Special Educational Needs (SEN) in Portuguese higher education is a topic that has gained significant attention in the academic context. The increasing pursuit of neurodivergent individuals in higher education institutions (HEIs) calls for greater attention to current practices and identified barriers, aiming to propose and/or improve strategies that genuinely foster an inclusive and welcoming educational environment. In this sense, this study proposes a scientific and methodological framework to advance research and knowledge in this area through a mixed qualitative and quantitative approach, utilizing questionnaires and interviews with students, professors, and the administration of the School of Education at the Polytechnic Institute of Bragança (IPB). The collected and analyzed data reveal that, despite significant progress in Portuguese higher education, the absence of legislation to regulate and monitor inclusion has negatively impacted the inclusion process. Additionally, there is a lack of awareness regarding inclusion and its nuances among many professionals in higher education, as well as a deficiency in specific training for educators and insufficient communication about regulations and procedures within HEIs. The results indicate the necessity for an inclusive model that extends beyond mere accommodations, aiming to genuinely cultivate a culture of acceptance, humanization, and appreciation of diversity. This dissertation proposes the implementation of ongoing training and awareness programs for faculty and staff, along with physical and pedagogical adjustments, as well as the development of support networks among students and institutions that can positively contribute to the challenging yet rewarding journey of higher education. Thus, it concludes that the socio-educational inclusion of autistic students and those with SEN in Portuguese higher education is a process that demands commitment and collaborative action. To achieve true educational inclusion, it is imperative for institutions to adopt a holistic approach, ensuring not only access but also retention through equitable learning and development opportunities.
Description
Keywords
Inclusão socioeducativa Autismo Necessidades educativas específicas Instituição de ensino superior diversidade