Accessibility centers in brazilian federal institutions and contributions of occupational therapists for the inclusion of persons with disabilities in higher education

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Citações na Scopus
7
Tipo de produção
article
Data de publicação
2018
DOI
SciELO
Scopus
Web of Science
Título da Revista
ISSN da Revista
Título do Volume
Editora
CUBA EDITORA
Autores
NOGUEIRA, Lilian de Fatima Zanoni
Citação
CADERNOS BRASILEIROS DE TERAPIA OCUPACIONAL-BRAZILIAN JOURNAL OF OCCUPATIONAL THERAPY, v.26, n.4, p.859-882, 2018
Projetos de Pesquisa
Unidades Organizacionais
Fascículo
Resumo
Introduction: Inclusion programs for students with disabilities in Federal Institutions of Higher Education (IFES) seek to favor access and performance based on respect for diversity in the university environment. The Occupational Therapy can help developing these programs. Objective: To analyze the access of the population with disabilities to higher education, considering the premises of the Inclusion Program INCLUIR of the Ministry of Education. Reflect on the contribution of occupational therapists in this program. Method: The descriptive-analytical research based on documentary analysis identified 55 Inclusion Program centers in the IFES, recognizing the developed actions. We studied the curriculum and research groups in the IFES with an occupational therapy course regarding this subject. We interviewed three occupational therapists that coordinated these programs. Results: We observed progress in the inclusion of people with disabilities in higher education. encouraged by government programs. The occupational therapy curriculum of the 14 IFES, as well as their research groups, do not indicate activities in the area of Education, which would make it difficult to practice professional technical actions in the area. Eight of the 55 nuclei have occupational therapists with a differential action of the professional capacity to perceive and favor the contact with the diversity of realities among students, which would potentialize equalization actions in the daily academic life, especially the permanence of people with deficiency. Conclusion: There is an urgent need to increase inclusion programs and the participation of occupational therapist, to increase the organization and management of actions for more dialogue between the IFES instances and to favor the entry and stay of students with disabilities.
Palavras-chave
Occupational Therapy, Disabled Persons, Education Higher, Mainstreaming (Education), Equity
URI
https://observatorio.fm.usp.br/handle/OPI/29909
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Coleções
Artigos e Materiais de Revistas Científicas - FM/MFT
Artigos e Materiais de Revistas Científicas - ODS/04
Artigos e Materiais de Revistas Científicas - ODS/10