754
Views
2
CrossRef citations to date
0
Altmetric
Original Research

Disability inclusion in higher education: knowledge and perceptions of the academic community

, , , &
Pages 735-740 | Received 15 Sep 2019, Accepted 02 Dec 2019, Published online: 18 Dec 2019

References

  • World Health Organization [Internet]. World report on disability. Geneva: World Health Organization; 2011 [cited 2018 Aug 08]. Available from: http://www.who.int/disabilities/world_report/2011/report.pdf
  • Instituto Brasileiro de Geografia e Estatística. Censo Demográfico 2010: características gerais da população, religião e pessoas com deficiência [Population Census 2010: general characteristics of the population, religion and people with disabilities]. Rio de Janeiro: IBGE; 2010. Portuguese.
  • Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira [Internet]. Sinopses estatísticas da educação superior – graduação [Synopsis statistics of higher education -undergraduate]. Brasília: INEP; 2013 [cited 2015 Aug 28]. Portuguese. Available from: http://portal.inep.gov.br/superior-censosuperior-sinopse
  • U.S. Government Accountability Office (GAO) [Internet]. Higher education and disability: education needs a coordinated approach to improve its assistance to schools in supporting students. Washington (DC); 2009 [cited 2019 Jan 10]. Available from: http://www.gao.gov/assets/300/297433.pdf
  • Brasil. Lei no. 13.146, de 6 de julho de 2015. Institui a Lei Brasileira de Inclusão da Pessoa com Deficiência (Estatuto da Pessoa com Deficiência) [Law no. 13,146, of July 6, 2015. Institutes the Brazilian Law on the Inclusion of Persons with Disabilities (Statute of Persons)]. Diário Oficial da União. 2015 Jul 7. Seção 1:2. Portuguese.
  • Associação Brasileira de Normas Técnicas. NBR 9050: Acessibilidade a edificações, mobiliário, espaços e equipamentos urbanos [NBR 9050: Accessibility to buildings, furniture, spaces and urban equipment]. Rio de Janeiro: ABNT; 2015. Portuguese.
  • Santos W. Social model, interdisciplinary and intersectoriality: challenges to social policies for disability in Brazil. In: Nogueira RP, Santana JP, Rodrigues VA, Ramos ZVO, editors. International Observatory of Human Capabilities, Development and Public Policy: studies and analysis 2. Série Estudos e Análises. Brasília (DF): UnB/ObservaRH/Nesp – Fiocruz/Nethis; 2015. p. 260.
  • Sassaki RK. Inclusão: o paradigma do século 21 [Inclusion: the paradigm of the twenty-first century]. Inclusão – Rev Educ Espec. 2005;1(1):19–23. Portuguese.
  • Sassaki RK. Inclusão: construindo uma sociedade para todos [Inclusion: building a society for all]. 7th ed. Rio de Janeiro: WVA; 2006. Portuguese.
  • Salasar DN, Silva LD, Michelon FF. Performances of occupational therapy in the museum context: awareness of the diversity. Cad Ter Ocup Ufscar. 2016;24(1):147–153.
  • Cambiaghi S. Desenho Universal: métodos e técnicas para arquitetos e urbanistas [Universal design: methods and techniques for architects and planners]. 3th ed. São Paulo: Senac; 2012. Portuguese.
  • Barnes C. Understanding disability and the importance of design for all. JACCES. 2011;1(1):50–88.
  • Humus MA, Schmidt SH, Novak A, et al. Universal design: moving the Americans with disabilities act from access to inclusion. JLAS. 2016;26:36–51.
  • National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Health Care Services, Committee on the Use of Selected Assistive Products and Technologies in Eliminating or Reducing the Effects of Impairments; Flaubert JL, Spicer CM, Jette AM, editors. The promise of assistive technology to enhance activity and work participation. Washington (DC): National Academies Press (US); 2017 May 9.
  • Pupo DT, Vicentini RAB. [Internet]. A integração do usuário portador de deficiência às atividades de ensino e pesquisa: o papel das bibliotecas virtuais. In: Anais do 10. Seminário Nacional de Bibliotecas Universitárias. 1998, Fortaleza. Fortaleza: Tec Treina; 1998 [cited 2016 Jan 8]. Portuguese. Available from: http://www.bibliotecadigital.unicamp.br/document/?code=1122
  • Sachs D, Schreuer N. Inclusion of students with disabilities in higher education: performance and participation in student’s experiences. DSQ. 2011;31(2). [cited 2019 Jun 05]. Available from: http://dsq-sds.org/article/view/1593/1561
  • Nogueira L. Inclusão de deficientes no ensino superior: o trabalho docente frente ao processo de inclusão [Inclusion of disabled people in higher education: teachers’ work against the inclusion process] [dissertação]. Sorocaba: Universidade de Sorocaba; 2010. Portuguese.
  • Mosia PA, Phasha N. Access to curriculum for students with disabilities at higher education institutions: how does the National University of Lesotho fare? Afr J Disabil. 2017;6:257.
  • Machado ACT [Internet]. A ferramenta Google Docs: construção do conhecimento através da interação e colaboração [The tool Google Docs: construction of knowledge through interaction and collaboration]. Rev Paidéia. 2009;2(1) [cited 2015 Dec 8]. Available from: http://revistapaideia.unimesvirtual.com.br/index.php?journal=paideia&page=article&op=view&path[]=73&path[]=51.
  • Sartoretto ML, Bersch R. [Internet]. Assistiva – Tecnologia e Educação. Tecnologia Assistiva. [Assistive – Technology and Education. Assistive Technology]. 2019 [cited 2019 May 15]. Portuguese. Available from: http://www.assistiva.com.br/tassistiva.html
  • Owuor J, Larkan F, Kayabu B, et al. Does assistive technology contribute to social inclusion for people with intellectual disability? A systematic review protocol. BMJ Open. 2018;8(2):e017533.
  • Pelosi MB. O papel do Terapeuta Ocupacional na Tecnologia Assistiva [The Occupational Therapist’s Role in Assistive Technology]. Cad Ter Ocup UFSCar. 2005;13(1):39–46. Portuguese.
  • Greenfield B, Musolino GM. Technology in rehabilitation: ethical and curricular implications for physical therapist education. J Phys Ther Educ. 2012;26(2):81–90.
  • Brasil. Resolução CNE/CES 6, de 19 de fevereiro de 2002. Institui Diretrizes Curriculares Nacionais do Curso de Graduação em Terapia Ocupacional [Resolution CNE/CES 6, of February 19, 2002. Institutes National Curriculum Guidelines for the Graduate Course in Occupational Therapy]. Diário Oficial da União. 2002 Mar 4. Seção 1:12. Portuguese.
  • American Occupational Therapy Association. Standards for an accredited educational program for the occupational therapist. Am J Occup Ther. 1999;55:575–582.
  • Brasil. Portaria no 1.793, de 27 de dezembro de 1994 [Ordinance no 1,793, of December 27, 1994]. Diário Oficial da União. 1994 dez 28. Seção 1: 20767. Portuguese.
  • Assis CP, Martinez C. A inclusão escolar de alunos com sequelas de mielomeningocele [School inclusion of students with myelomeningocele sequel]. CTO. 2011;19(3):307–322. Portuguese.
  • Alharbi S. Benefits and barriers: incorporating assistive technology in an inclusive setting for primary school students with learning disabilities in language arts. ARJHSS. 2016;2:1–11.
  • Brasil. Ministério da Educação [Ministry of Education] [Internet]. Nota técnica no. 385/2013. Ementa: ACESSIBILIDADE. Dúvidas mais frequentes [Technical Note no385/2013. Menu: ACCESSIBILITY. Frequently asked questions]. Brasília: MEC; 2013 [cited 2015 Dec 18]. Portuguese. Available from: http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=13408-nota-tecnica-385-2013-acessibilidade-pdf&category_slug=junho-2013-pdf&Itemid=30192
  • Rebouças CBA, Cezario KG, Oliveira PMP, et al. Pessoa com deficiência física e sensorial: percepção de alunos da graduação em enfermagem [People with physical and sensory deficits: perceptions of undergraduate nursing students]. Acta Paul Enferm. 2011;24(1):80–86. Portuguese.
  • Siqueira IM, Santana CS. Propostas de acessibilidade para a inclusão de pessoas com deficiências no ensino superior. [Accessibility proposals for the inclusion of people with disabilities in higher education]. Rev Bras Educ Espec. 2010;16(1):127–136. Portuguese.
  • Thoma AS. [Internet]. A inclusão no ensino superior: “ninguém foi preparado para trabalhar com esses alunos (…) Isso exige certamente uma política especial…” [Inclusion in higher education: “No one was prepared to work with these students (…) This certainly requires a special policy…”]. GT Educação Especial, n. 15, 29. Reunião Anual da Anped; 2006 [cited 2016 Jan 14]. Caxambu/MG. Portuguese. Available from: http://29reuniao.anped.org.br/trabalhos/trabalho/GT15-2552-Int.pdf

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.