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Advisor(s)
Abstract(s)
O acesso dos estudantes surdos ao ensino superior e as suas vivências e aprendizagens neste contexto, são importantes alvos de análise na persecução dos objetivos de inclusão e equidade que orientam as políticas e práticas nas instituições de ensino superior. O presente estudo parte dos grandes princípios e valores aclamados na Convenção dos Direitos Humanos e nas políticas para a inclusão social, procurando aferir de que modo o acesso e participação no ensino superior é percecionado e experienciado por estudantes surdos.
Atualmente, são conhecidos vários fatores que parecem condicionar, de forma sistemática, o acesso equitativo às oportunidades de aprendizagem e desenvolvimento por parte de pessoas da comunidade surda. Procurou-se, assim, nesta investigação contribuir para uma melhor compreensão da experiência de participação dos estudantes surdos, identificando obstáculos e boas práticas no acolhimento e inclusão dos mesmos nas instituições de ensino superior. Realizou-se um estudo qualitativo através de entrevistas a cinco estudantes surdos com idades compreendidas entre os 20 e os 25 anos. A partir da análise das entrevistas foram exploradas perceções sobre as suas experiências sociais e académicas, identificando os apoios que na perspetiva dos próprios, são cruciais para o sucesso da sua inclusão neste contexto.
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In order to achieve the inclusion and equitable goals that direct policies and practices in higher education institutions, it is crucial to analyze the experiences and learning of deaf students in this context, as well as their access to higher education. This study aims to determine how deaf students view and experience higher education participation and access. It is based on the major principles and values praised in the Convention on Human Rights and strategies for social inclusion. People from the deaf community do not currently have equal access to learning and development opportunities due to a number of documented causes. The purpose of this study was to advance knowledge of deaf students' involvement experiences by highlighting challenges and useful procedures used by universities to accept and integrate these students. Five deaf students, ages 20 to 25, were interviewed as part of a qualitative study. Perceptions of their academic and social experiences were investigated based on the analysis of the interviews, revealing the support that, in their opinion, is essential to their successful inclusion in this setting.
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In order to achieve the inclusion and equitable goals that direct policies and practices in higher education institutions, it is crucial to analyze the experiences and learning of deaf students in this context, as well as their access to higher education. This study aims to determine how deaf students view and experience higher education participation and access. It is based on the major principles and values praised in the Convention on Human Rights and strategies for social inclusion. People from the deaf community do not currently have equal access to learning and development opportunities due to a number of documented causes. The purpose of this study was to advance knowledge of deaf students' involvement experiences by highlighting challenges and useful procedures used by universities to accept and integrate these students. Five deaf students, ages 20 to 25, were interviewed as part of a qualitative study. Perceptions of their academic and social experiences were investigated based on the analysis of the interviews, revealing the support that, in their opinion, is essential to their successful inclusion in this setting.
Description
Keywords
Ensino superior Equidade e inclusão Estudantes surdos Higher education Equity and inclusion Deaf students
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação