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dc.contributor.authorMartins, Diléia Aparecida
dc.contributor.authorLeite, Lúcia Pereira [UNESP]
dc.contributor.authorde Lacerda, Cristina Broglia Feitosa
dc.date.accessioned2018-12-11T17:26:21Z
dc.date.available2018-12-11T17:26:21Z
dc.date.issued2015-01-01
dc.identifierhttp://dx.doi.org/10.1590/S0104-40362015000400008
dc.identifier.citationEnsaio, v. 23, n. 89, p. 984-1014, 2015.
dc.identifier.issn1809-4465
dc.identifier.issn0104-4036
dc.identifier.urihttp://hdl.handle.net/11449/177620
dc.description.abstractThis study sought to analyze the enrollment policies for special education in Brazilian higher education programs derived from educational indicators. The study is characterized as analytic-descriptive and was based on primary sources; they included technical reports and data from the Brazilian Higher Education Census Bureau from 2000 to 2011, as well as documents from the country's accessibility program known as Include (Incluir, in original Portuguese) from 2005 to 2011. The decade in question was selected in line with understanding the federal government's measures planned in the country's National Education Plan, which were focused on increasing enrollment in Brazilian higher education programs. The need to question the results of the aforementioned measures also justified the choice of the period to be studied. The data analysis revealed an increase in the number of disabled students enrolled in traditional and online undergraduate degree programs (particularly at Brazilian public universities) following the initiation of the Include Program. Overall, enrollments among disabled students in higher education programs increased in terms of numbers; however, the percentage still represents only a small part of the disabled population.en
dc.format.extent984-1014
dc.language.isopor
dc.relation.ispartofEnsaio
dc.sourceScopus
dc.subjectEducational indicators
dc.subjectHigher education
dc.subjectSpecial education
dc.titlePolíticas públicas para acesso de pessoas com deficiência ao ensino superior brasileiro: Uma análise de indicadores educacionaispt
dc.title.alternativePublic policy for disabled persons' access to higher education in Brazil: An analysis of educational indicatorsen
dc.typeArtigo
dc.contributor.institutionUniversidade Federal de São Carlos (UFSCar)
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.description.affiliationUniversidade Federal de São Carlos- UFSCar Departamento de Psicologia e Curso
dc.description.affiliationUniversidade Estadual Paulista - Unesp Departamento de Psicologia
dc.description.affiliationUniversidade Federal de São Carlos- UFSCar
dc.description.affiliationUnespUniversidade Estadual Paulista - Unesp Departamento de Psicologia
dc.identifier.doi10.1590/S0104-40362015000400008
dc.identifier.scieloS0104-40362015000400984
dc.rights.accessRightsAcesso aberto
dc.identifier.scopus2-s2.0-84948745820
dc.identifier.fileS0104-40362015000400984.pdf
dc.relation.ispartofsjr0,254
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