Núcleos de acessibilidade: uma revisão sistemática sobre a inclusão de estudantes público-alvo da educação especial na educação superior

Abstract

This study aims to understand aspects related to the roles of Accessibility Centers, implemented in Brazilian federal universities through the Incluir Program with the goal of including students with special educational needs in Higher Education. Given this theme, the motivating question of this dissertation is: In what ways has Brazilian scientific production portrayed the role of Accessibility Centers in the inclusion process of students with special educational needs in Higher Education? To answer this question, the general objective was to analyze the performance of Accessibility Centers in the inclusion process of this student population in Brazilian federal universities. As specific objectives included: to identify the main demands and actions related to students with special educational needs in the scope of the Accessibility Centers; and to summarize the main challenges faced by the Accessibility Centers in Brazilian federal universities. The research follows a qualitative bibliographic approach, using the systematic review method, based on 22 selected articles from the Coordination of Superior Level Staff Improvement (Capes). Data collection was conducted using a protocol based on the checklist contained in the PRISMA 2020 statement. In summary, the systematic review seeks to answer the question: what are the main demands, actions, and challenges of Accessibility Centers, as indicated by Brazilian specialized literature? As a result, we identified that the main demands and actions of the Accessibility Centers are associated with pedagogical support for students; architectural and linguistic accessibility; assistive technology; and guidance and training for the academic community. In turn, the main challenges were related to financial resource management; training and capacity-building of the Accessibility Centers’ staff; and coordination with internal departments within Brazilian federal universities. In this context, it is concluded that Accessibility Centers play an important role in the inclusion of students with special educational needs in Brazilian federal universities. It is relevant to foster discussions about the inclusion of these students in Higher Education, particularly regarding the responsibilities inherent to Accessibility Centers arising from emerging demands. Thus, it is expected that this research, using the systematic review method and the data from the Accessibility Centers, contributes to reflection on this topic and the application of this methodology.