Inclusão escolar nos cursos técnicos integrados ao ensino médio: perspectiva de alunos com deficiência

Abstract

The growing number of enrollments by special needs students in high school integrated technical courses brings questions about their permanence and learning. Therefore, the general purpose of this research is to analyze the opinions of the students with deficiencies who are enrolled in high school integrated technical courses regarding accessibility and school inclusion. This researched is based on the social approach to research to understand the deficiency. This research used a mixed-methods, descriptive-exploratory approach. The research location was the Federal Institute of Maranhão-IFMA, Caxias Campus. Twelve special needs students who were enrolled at the abovementioned educational institution participated in the research. The instruments used were a structured interview form to capture the students’ academic trajectory and profile, and a semi-structured interview script to identify the degree of accessibility. Data collection was carried out in two stages: 1) interview; 2) focus group meeting. Quantitative data was analyzed by way of descriptive statistics. In turn, the qualitative data was submitted to content analysis. Results showed that, according to participants, architectonic, communication, pedagogical, and attitudinal barriers were present in this researched context: horrendous streets which connect the different sectors within the institution, and accessibility at the institution and lack of tactile flooring: accessibility obstacles at the institution; lack of methodological strategies for classes and tests; absence of inclusion staff to accompany them; lack of reception in group activities. On the other hand, participants pointed out that the conditions at IFMA favor school inclusion: adaption of education material and teaching methodologies in accordance with their needs; reception by teachers, classmates and employees of the institution; existence of ramps which facilitate self-reliant locomotion throughout the institution; information made available on IFMA’s website and mural, updated with content by institutional employees. Based on the obtained results, it can be inferred that at the IFMA campus in Caxias is a work in progress with gradual progress in some areas and just beginning in others. Research results indicate that accessibility measures adopted by the institution have been more effective for certain kinds of deficiency, while students with visual and hearing impairments are more vulnerable and in need of assistance for a more level playing field. The information regarding accessibility conditions provide fuel for reflections and actions that aim to decrease the existing obstacles of this mode of instruction. The results also signal ways to strengthen facilitating means that contribute to the permanence and learning in terms of students with deficiencies, collaborating to develop an inclusive culture in professional and technological education.