Acessibilidade do discente com deficiência na Universidade Federal de Pelotas: uma proposta de intervenção

Abstract

There is an increase in the number of students with disabilities in tertiary education and the responsibility of institutions is increased to ensure their rights to entry, satisfaction and permanence. Thus, it is necessary to investigate how the Federal University of Pelotas - UFPEL is organizing itself to respond to this demand. In view of this, the present study sought to analyze the accessibility and permanence conditions and the level of satisfaction of students with physical, visual and hearing disabilities at UFPEL. It also proposed to identify the profile of this population, the level of satisfaction with the physical and operational structures, the level of satisfaction and attitudes towards obstacles, as well as the knowledge of accessibility legislation and NBR 9050/2015. In addition, we sought to investigate the available resources (architectural, human, material and didactic-pedagogical) of students enrolled in undergraduate courses registered at UFPEL's Center for Accessibility and Inclusion - NAI. Semi-structured questionnaires were applied, based on a Scale of Satisfaction and Attitudes of people with disabilities (ESA), with participants of 30 people with disabilities (PCD) from UFPEL. The research had a qualitative and quantitative approach, with exploratory and descriptive objectives. Regarding the procedures, a case study was conducted, with bibliographic and documentary research supporting the theoretical foundation. The data collection allowed quantifying the level of satisfaction of each student and identifying their opinion on the themes, such as: a) physical accessibility, b) inclusion versus segregation and c) resources, equipment and transportation. The main barriers found in the university were: Architectural, Communicational, Pedagogical and Attitudinal. Due to the specificities of UFPEL it was decided to particularize the diagnosis of structural satisfaction using the information regarding the ten students with disabilities attending courses at Campus Anglo. The results showed that the university's architectural structure was sufficient to ensure the accessibility of the PCD in its facilities. In view of the accessibility policies in higher education institutions, guidelines were presented for the elaboration and implementation at UFPEL of a short, medium and long term goals and actions plan, to ascertain the spaces for UFPEL to develop its physical accessibility. A checklist was elaborated that could be used to verify the spaces of UFPEL, and other HEIs to adapt spaces to the PCD.