ACCESSIBILITY IN HIGHER EDUCATION INVOLVES PEDAGOGICAL WORK AS WELL
Nenhuma Miniatura disponível
Data
2016-01-01
Orientador
Coorientador
Pós-graduação
Curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Editor
Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis
Tipo
Artigo
Direito de acesso
Acesso restrito
Resumo
This research presents a study on the inclusion in higher education and pedagogical practices that can contribute to the achievement of that inclusion, by pointing out the historic debt that Brazil has based on exclusion and segregation of people with disabilities who are in constant struggle for their rights, that being gradually secured have a greater focus on basic education and currently aims to involve more effectively to higher education. The qualitative research has used as a methodological procedure a bibliographical survey on the subject, as well as the check of national legal documents, which explain the Brazilian political commitments on constant struggle for achievement of educational inclusion and also social inclusion. The data showed that it is necessary to dismantle many obstacles, to combat prejudice and excluding measures that hinder access and permanence of these people in this teaching mode, because in their individuality, everyone has the right to obtain the necessary knowledge for their development. Thus, it was possible to notice that the professor finds himself as a fundamental pillar in the process of inclusion that requires preparation for practice teaching with sensitivity and excellence to identify the needs of each student and the best way to provide them with the desired and equal education.
Descrição
Palavras-chave
Idioma
Português
Como citar
Revista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 11, p. 1017-1033, 2016.