The academic living: social representations of students with Special Educational Needs

Abstract

Clearly the role of the university and its commitment to providing a more equitable and democratic education for all young people and contribute to the development of knowledge and realization of inclusive policies. This study aimed to apprehend and analyze the social representations of students with special educational needs in higher education on academic living. The method used was the case study, descriptive and exploratory study, qualitative, grounded in the procedural approach of the Social Representations Theory, realized in a state university of Bahia. To collect the data was used as technique the semi-structured interview and the questionnaire as instrument. To analyze the results we used the technique of Thematic Content Analysis Categorical, from which emerged the following categories and subcategories: Difficulties and Limitations (Attitudinal Barriers, Barriers Pedagogical) and Interpersonal Relationships (Interpersonal Relation with Colleagues; Interpersonal Relationship with Teachers). Was evidenced unpreparedness of the university, and of the professionals who are part of them, in the sense of to provide the inclusion and appropriate care to students with special educational needs. It is necessary that the university invests in definition of institutional policies to construction of inclusive actions that benefit the teaching/learning process and social interaction of students with special educational needs.