Metodologias institucionais para inclusão de pessoas com deficiência intelectual no ensino superior: revisão de escopo

Abstract

INTRODUCTION: Individuals with intellectual disabilities present impaired adaptation to the environment and extensive information retention. Studies have addressed the need to adapt inclusive pedagogy in higher education as a way to promote retention. However, there is still a need to improve methods and analyze the real benefits. OBJECTIVE: To identify available evidence regarding methodologies for the learning process of individuals with intellectual disabilities in higher education in scientific literature. MATERIALS AND METHODS: This is a scoping review, following the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols) recommendations, registered in the Open Science Framework. The search was conducted using a developed search strategy in the following databases: EMBASE, National Library of Medicine (MEDLINE - PubMed), LILACS, SCORPUS, WEB OF SCIENCE, and MEDRXIV, with no language restrictions. RESULTS: Based on the search, seven articles were included in the study, comprising the qualitative synthesis of the results. The study encompasses a wide range of methodologies, from descriptive studies to quasi-experimental and longitudinal studies, reflecting the complexity and diversity of the topic. CONCLUSION: It was reaffirmed that inclusion in higher education requires the incorporation of digital technologies, pedagogical models, and the overcoming of legal and cultural barriers. This highlights the importance of strengthening the scientific foundation on this topic, given the significant gap in the literature.