Inclusão de alunos com deficiência na educação profissional e tecnológica

• Ano de defesa: 2016
• Autor(a) principal: Cardoso, Maria Heloisa de Melo
• Orientador(a): Souza, Verônica dos Reis Mariano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: Brasil
• Palavras-chave em Português: Educação especial; Educação inclusiva; Inclusão escolar; Formação profissional; Ensino (metodologia); Alunos com deficiência; Inclusão
• Palavras-chave em Inglês: Student with disabilities; Professional qualification; Inclusion
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4804

This study aimed to analyze the devices for the inclusion of students with disabilities in vocational training courses at the Federal Institute of Education, Science and Technology Sergipe - Aracaju Campus, from 2007 to 2016. Specifically, we sought to determine their form of entry into the institution in order to ascertain whether the educational proposals that it adopts enable access for students with disabilities to the knowledge necessary for their vocational training. The intention was also to identify the difficulties and facilities faced by these students through the procedure of analyzing the conditions of pedagogical accessibility, architectural and communication located in the institutional environment. Therefore, the research was guided by the case study methodology, under which developed a qualitative research, which was accomplished with exploratory objective in two different ways: observation and investigation of persons. To collect the data, we opted for the semi-structured interview applied to the director, coordinators and teachers, as well as a questionnaire composed of open and closed questions, for students with disabilities, teachers and students with graduates disability institution for a total of 36 participants. The survey found that inclusion is not realized by the simple fact of being assured entry of these students in the educational system, because even with the achievements and legal support, the school transformed into a space for all is still a challenge in order to effectively respond to individual student needs. It can be said, in conclusion, to ensure vocational training provision for students with disabilities certainly represented a step forward, but only have training is not sufficient for such persons to have access to the working world.