Educação inclusiva no ensino superior : saberes e práticas dos professores do Programa de Pós-Graduação em Ensino de Ciências e Matemática na Universidade Federal de Sergipe

Abstract

This study looks into the knowledge and practice of professors at the Postgraduate Program of Science and Mathematics Teaching (PPGECIMA) of the Federal University of Sergipe (UFS) concerning the inclusion of people with disabilities in higher education. We examine professors‟ conceptions about inclusive education as seen from the perspective of accessibility and the skill gaps of hard science professors. Also, we have tried to find out the difficulties they experience, and investigated if the need for inclusive classroom practice and lesson-planning with a focus on students with disabilities has translated into adjustments in educational approach. As our method, we have used a qualitative case study and collected data through interviews and document analysis. The sources for our study include Mazotta (1996); Stainback & Stainback (2008); Bueno (2002); Mantoan (1997); Fávero (2002); Fernandes (2014); Santana (2010) et al. We have found that professors at PPGECIMA encounter difficulties working with students with disabilities ranging from poor interdepartmental communication to difficulties dealing with the specific requirements of people with disabilities. Our findings have revealed a need for training and counselling that focus on the specific inclusion strategies. Thus, we have concluded that professors at PPGECIMA have a positive attitude to inclusion but only a very small number of participants had an understanding of how inclusion of students with special needs in higher education works, to the extent that the presence of students with disabilities in the classroom has not led to adjustments in teaching practice. The main difficulties pointed out by our subjects include poor background information about students, changing instruction pace, and lack of qualification to deal with the needs of hard science students with disabilities in higher education. Finally, our study showed that the road to inclusion still stretches a long way ahead.